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"original_study": {
"claim": {
"hypothesis": "Previous research…suggests that, once controlling for individual and familial background factors, the bilingual students will, on average, have higher scores in English as a foreign language compared to the monolingual group. Therefore we hypothesize similar advantages for the bilingual students in the present sample (Hypothesis 1a).",
"hypothesis_location": "Section 1: Introduction; Subsection 1.4: Research questions; p. 78-79",
"statement": "Given comparable individual and familiar background characteristics bilingual group membership is positively associated with English foreign language achievement.",
"statement_location": "Section 3: Results; Subsection 3.2: Bilingualism and English achievement; p. 80.",
"study_type": "Observational"
},
"data": {
"source": "Assessment of Reading and Mathematics Development Study",
"wave_or_subset": "NA",
"sample_size": "2946",
"unit_of_analysis": "Student",
"access_details": "not stated",
"notes": "The final sample size (after cleaning) was 2835 students nested in 134 elementary\nschool classes."
},
"method": {
"description": "The authors use regression analysis, controlling for background characteristics, to explore the effect of bilingualism on English language achievement in school.",
"steps": "(1) Clean the data by keeping only those with language information; (2) the bilingual group was divided into five proficiency groups from a standardized competency scale; (3) construct the English language achievement measure using weighted likelihood estimates (WLEs) for individual person parameters; (4) conducted all analyses using five imputed datasets, in which the missing values were replaced by plausible values.",
"models": "uncontrolled regression model; regression model including controls",
"outcome_variable": "English language achievement",
"independent_variables": "Bilingualism",
"control_variables": "general cognitive abilities, gender, age, socio-economic status, parental education, and cultural capital",
"tools_software": "MPlus 5.21"
},
"results": {
"summary": "the bilingual group had a relatively slight advantage (b = 2.68), which can be interpreted as just over a quarter of a school year's achievement.",
"numerical_results": [
{
"outcome_name": "English achievement",
"value": "2.68",
"unit": "not stated",
"effect_size": "just over a quarter of a school year's achievement",
"confidence_interval": {
"lower": "not stated",
"upper": "not stated",
"level": "not stated"
},
"p_value": "<0.01",
"statistical_significance": "1% level",
"direction": "Positive"
}
]
},
"metadata": {
"original_paper_id": "10.1016/j.learninstruc.2014.12.001.",
"original_paper_title": "The effect of speaking a minority language at home on foreign language learning.",
"original_paper_code": "not stated",
"original_paper_data": "not sated"
}
}
}
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