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Juhasz, Audrey C.; Boyce, Lisa K. – Journal of Emotional and Behavioral Disorders, 2023
The purpose of this exploratory study was to examine the longitudinal, bidirectional relations between receptive and expressive Spanish and English language and internalizing and externalizing behavior problems in a sample of 97 preschool children from Spanish-speaking, homes who were enrolled in a U.S. Head Start program. Eight cross-lagged path…
Descriptors: Receptive Language, Expressive Language, Bilingual Education, Spanish Speaking
Kim, Sunyoung; Kang, Veronica; Kim, Hanae; Wang, Jing; Gregori, Emily – Journal of Behavioral Education, 2023
English language development is a critical component for young children's school readiness. In this study, we examined the effect of "Read it again-Pre-K!" (Justice and McGinty in Read it again!-Prek: a preschool curriculum supplement to promote language and literacy foundations, Crane Center for Early Childhood Research and Policy,…
Descriptors: Online Courses, Literacy Education, Korean, English (Second Language)
Ji-Young Choi; Shinyoung Jeon; Fattaneh Arabzadehjafari – Early Education and Development, 2024
This secondary analysis study examined patterns, predictors, and outcomes of dual language learners' (DLLs') development in Spanish and English. Research Findings: Latent profile analysis identified three groups of DLLs: Balanced Bilinguals (54%), English-Dominant Bilinguals (25%), and Spanish-Dominant Bilinguals (21%). These groups had fairly…
Descriptors: Bilingualism, Spanish, English (Second Language), Language Skills
Song, Lulu; Luo, Rufan; Liang, Eva – Early Education and Development, 2022
Research findings: This study examined the dual language development and experience of the understudied Chinese dual language learners (DLLs). Twice in the preschool/pre-k year (about 4 months apart), we assessed 39 Chinese 3- and 4-year-old DLLs' receptive vocabularies in English and Chinese, interviewed 37 parents about the language use and…
Descriptors: Foreign Countries, English (Second Language), Receptive Language, Vocabulary Development
Haft, Stephanie L.; Gys, Christopher L.; Bunge, Silvia; Uchikoshi, Yuuko; Zhou, Qing – Early Education and Development, 2022
Research Findings: Using two groups of dual language learners (DLLs), the current study examined links between two developmental constructs closely linked to school readiness: the home language environment (HLE) and executive function (EF). In a sample of 90 children (age range = 38-70 months, 59% girls) from either Mexican American (MA, N = 46)…
Descriptors: Mexican Americans, Chinese Americans, Preschool Children, Preschool Education
Palomino, Cinthia I.; Brudvig, Andrea – Early Child Development and Care, 2022
Executive function (EF) skills play a crucial role in young children's academic and social-emotional development. Given that factors associated with poverty can compromise the development of EF skills, it is vital to continue to examine what factors help predict and support EF skills in children from at-risk backgrounds. Using a sample of Head…
Descriptors: Preschool Children, Language Acquisition, Executive Function, Gender Differences
Zucker, Tricia A.; Cabell, Sonia Q.; Petscher, Yaacov; Mui, Heather; Landry, Susan H.; Tock, Jamie – Grantee Submission, 2021
This study examines blending of classroom- and family-based supports within a Multi-Tiered System of Support (MTSS). The present study focuses on a sample of Head Start children who are both experiencing poverty and scoring below early language and literacy screening benchmarks. This study begins to explore which combination of resources are the…
Descriptors: Early Intervention, At Risk Students, Poverty, Language Skills
Wong, Kevin M.; Samudra, Preeti G. – Computer Assisted Language Learning, 2021
The purpose of this study was to examine whether technology-based learning environments have the potential to support dual-language learners' (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986), this study investigates whether DLLs benefit from media content that is delivered both orally and…
Descriptors: Second Language Learning, Second Language Instruction, Computer Assisted Instruction, English (Second Language)
Segura, Marta; Roquet, Helena; Barón, Júlia – English Language Teaching, 2021
Content and Language Integrated Learning (CLIL) has become the focus of Foreign Language (FL) research within the last decades. CLIL provides a more complete, naturalistic, and meaningful context to FL learning, which has proven to bring many benefits to learners, such as a higher motivation and promotion of creativity, and better results in…
Descriptors: Receptive Language, Vocabulary Development, Preschool Education, Preschool Children
Aktan-Erciyes, Asli – Journal of Language and Linguistic Studies, 2020
The present study investigated the longitudinal effects of early exposure to L2-English on L1-Turkish language competence, narrative skills and executive functioning. We asked whether early immersion-like exposure to L2, starting around 3 years of age, would have reflections on L1 competence, L1 narrative skills and gains in cognitive flexibility.…
Descriptors: Longitudinal Studies, Second Language Learning, Native Language, English (Second Language)
The Role of Prek Spanish in Predicting First Grade English Word Reading among Dual Language Learners
Mesa, Carol; Yeomans-Maldonado, Gloria – Grantee Submission, 2019
Purpose: The purpose of the current study was to examine the role that the first language (L1), Spanish, at Pre-Kindergarten plays in predicting second language (L2), English, word reading in first grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method: As part of a longitudinal study of…
Descriptors: Spanish, Native Language, Preschool Education, Language Role
Gigi An, Zhe; Zeng, Songtian; Chen, Ching-I; Zhao, Hongxia – Topics in Early Childhood Special Education, 2021
The purpose of this study is to examine the bidirectional relationship between children's language development and challenging behaviors as well as the moderating roles of gender and race/ethnicity. We conducted a number of structural equation modeling analyses with a national representative sample (N = 2,462) of Head Start children from the 2014…
Descriptors: Language Acquisition, Behavior Problems, Correlation, Gender Differences
Towson, Jacqueline A.; Green, Katherine B.; Abarca, Diana L. – Topics in Early Childhood Special Education, 2020
We examined how educating paraprofessionals in preschool classrooms on dialogic reading (DR) affected their storybook reading and effects on children's single word vocabulary. Through a single-case multiple-probe across participants design including four paraprofessionals and eight preschool children, we identified a functional relation between…
Descriptors: Paraprofessional School Personnel, Preschool Children, Language Impairments, Vocabulary
Burris, Pamela W.; Phillips, Beth M.; Lonigan, Christopher J. – Journal of Education for Students Placed at Risk, 2019
This study examined variability of the home literacy environment (HLE) using multiple measures among families of low SES. The relations of the measures to each other and to children's early oral language skills and print knowledge were reported. Considerable variability of the self-reported HLE items and the Children's Title Checklist (CTC) but…
Descriptors: Low Income Groups, Emergent Literacy, Family Environment, Oral Language
Limlingan, Maria C.; McWayne, Christine M.; Sanders, Elizabeth A.; López, Michael L. – American Educational Research Journal, 2020
The present study examined the relations between teacher-child interactions, teachers' Spanish use, classroom linguistic composition, and the school readiness skills of low-income, Latinx, Spanish-speaking dual language learners (DLLs), controlling for home and teacher background characteristics, with a national probability sample of Head Start…
Descriptors: Classroom Communication, Spanish, English (Second Language), Second Language Learning