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Native language proficiency, English literacy, academic achievement, and occupational attainment in limited-English-proficient students: A latent growth modeling perspective
Journal of Educational Psychology
The hypothesis that native language (L1) proficiency promotes English acquisition and overall academic achievement, a key theoretical assumption underlying bilingual education, was tested using latent growth modeling of data from 899 limited-English-proficient (LEP) eighth graders who were followed for 12 years in the National Education Longitudinal Study (NELS:88/2000). A model in which L1 proficiency predicted English (L2) reading ability, which in turn predicted high school achievement anddoi:10.1037/0022-06220.127.116.112 fatcat:qbpus7pxhndsvdu4kww7n75nnq