Within- and Cross-Language Relations Between Oral Language Proficiency and School Outcomes in Bilingual Children With an Immigrant Background

Sixteen meta-analyses were conducted to examine relations of typically developing bilingual immigrant-background children’s oral language proficiency in their first and second language with the school outcomes of early literacy ( k = 41), reading ( k = 61), spelling ( k = 9), mathematics ( k = 9), and academic achievement ( k = 9). Moderate to strong within-language relations were found for all school outcomes (.22 < r < .43), and...