Table 5.

Multiple regression predicting Turkish–German DLL’s dual, German and Turkish Proficiency in Kindergarten.

Predictors	Dual language competence (Model 1)		German competence (Model 2)		Turkish competence (Model 3)
	F(6, 62) = 32.99∗∗∗		F(6, 62) = 17.02∗∗∗		F(6, 62) = 8.43∗∗∗
	Adj. R2= 0.75		Adj. R2 = 0.60		Adj. R2 = 0.42
	β	p	β	p	β	p
Age	0.57∗∗	<0.01	0.27∗	0.02	0.31∗	<0.05
Phonological memory	0.78∗∗∗	0.00	0.42∗∗	0.00	0.36∗	0.03
SES	-0.04	0.78	-0.01	0.91	-0.03	0.88
Siblings’ and mothers’ balanced used of both languages	0.08	0.49	0.10	0.25	-0.02	0.87
Number of children’s books at home	0.11	0.45	0.31∗∗	0.01	-0.20	0.10
Daycare entry before 30 months	0.28∗	0.03	0.22∗	0.03	0.06	0.59

Standardized b coefficients and p-values were derived from pooled estimates of parameters (weighted by standard errors) from 5 imputed data sets. R² statistics and analysis of variance were estimated from an aggregated data consisting of the mean of imputed data. Continuous predictors and covariates were centered at their means. Variables of siblings’ and mothers’ balanced use of both languages and early daycare entry were dummy coded (Yes = 1, No = 0).

^∗p < 0.05; ^∗∗p < 0.01; ^∗∗∗p < 0.001.