Link to summary data

<p>This OSF Project contains the summary statistics and correlations for the variables included in the study. The raw data is not shared. The link includes information from bilingual Xhosa-English and Zulu-English children from South Africa assessed in first grade, and twice in third grade. COVID-19 related school closures affected children in second grade and third grade. The variables include: phonological awareness, rapid automatized naming, phonological working memory, letter reading, word reading, text reading, reading comprehension and spelling. All measures were conducted in English and in children's first language. Standardized English tests used include the Comprehensive Test of Phonological Processes, and the Diagnostic Test of Word Reading Processes. The phonological processing tests for isiXhosa and isiZulu were designed in parallel by the researcher. The Early Grade Reading Assessment was used to assess literacy in first language and English.</p>

本OSF项目包含了研究中包含的变量的汇总统计和相关性。原始数据未进行共享。链接中包含了对南非一年级及三年级进行评估的双语科萨语-英语和祖鲁语-英语儿童的信息，评估分别在一、三年级进行两次。COVID-19相关学校关闭措施影响了二年级和三年级的学生。变量包括：语音意识、快速自动化命名、语音工作记忆、字母阅读、单词阅读、文本阅读、阅读理解和拼写。所有测量均在英语和儿童的第一语言中进行。使用的标准化英语测试包括语音处理综合测试和单词阅读过程诊断测试。isiXhosa和isiZulu的语音处理测试由研究人员平行设计。早期阅读评估用于评估第一语言和英语的读写能力。