Predicting the development of early reading in Chinese–Dutch bilinguals

Abstract The relationships between phonological awareness, rapid naming, short term verbal memory, letter knowledge, visual skills and word reading in kindergarten, the predictive patterns from kindergarten to first grade were examined 41 Chinese-Dutch bilingual children living Netherlands both their language (Chinese) second (Dutch). In Chinese was predicted by Dutch awareness knowledge. There a robust autoregressive effect of Dutch. Follow-up mediation analyses further showed that combined with knowledge had an indirect on Grade 1 via reading. Although cross-language correlation found for did not add prediction when precursor measures taken into account.