Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners

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How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children (2017, background): “There is evidence, for example, that verbal interactions are not necessarily predictive of word reading, but such verbal interactions are sometimes related to phonological awareness (Silvén, Niemi, & Voeten, 2002), even in a second language (e.g. Chow et al., 2010), as found in the current findings.”