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Direct linkTanya L. Flores; Maison Evensen-Martinez – Journal of Latinos and Education, 2024
The current study examines the bilingual language development of twelve young children. We focus on the use of Spanish as a heritage language among the children while they learn English in an English-majority environment. Data was collected in English and Spanish four times over the first two years of formal schooling. The study focuses on oral…
Descriptors: Spanish Speaking, English Language Learners, Bilingualism, English (Second Language)
Steele, Sara C.; Gibbons, L. Grace – Communication Disorders Quarterly, 2023
This study documented the standardized tests and informal assessment techniques that school-based speech-language pathologists (SLPs) reported as most helpful for identifying vocabulary deficits and for monitoring progress. Speech-language pathologists (N = 142) working in U.S. public school settings completed an online survey that included…
Descriptors: Speech Language Pathology, Allied Health Personnel, Public Schools, Elementary Secondary Education
Christina Stephens; Robert C. Pianta; Jessica E. Whittaker; Virginia E. Vitiello – Grantee Submission, 2025
Dual language learner children (DLLs) benefit from early childhood education (ECE) and learning multiple languages, but research has predominantly focused on English monolingual children, with limited insight on the ECE and early development of DLLs. This study investigated whether DLLs' developmental assets assessed at pre-k entry (i.e. English…
Descriptors: Bilingualism, English (Second Language), Second Language Instruction, Second Language Learning
Dennis, Lindsay R.; Whalon, Kelly J. – Remedial and Special Education, 2021
A repeated acquisition (RA) design was used to compare the effectiveness of research-based instruction embedded in repeated storybook reading facilitated by an adult or tablet application (app) on the vocabulary knowledge of six preschool children. All participants selected scored below the 40th percentile on the "Preschool Language…
Descriptors: At Risk Students, Preschool Education, Preschool Children, Program Effectiveness
Ramsey, Wanda R.; Bellom-Rohrbacher, Kristen; Saenz, Terry – Child Language Teaching and Therapy, 2021
The purpose of this study was to investigate the effects of dialogic reading on the expressive vocabulary skills of children with moderate to severe expressive impairments. Previous research has shown positive effects of dialogic reading on the language skills of children who are typically developing and on children who are at-risk for language…
Descriptors: Preschool Children, Program Effectiveness, Vocabulary Development, Expressive Language
Vernon-Feagans, Lynne; Carr, Robert C.; Bratsch-Hines, Mary; Willoughby, Michael – Developmental Psychology, 2022
Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in relation to children's early language skills and…
Descriptors: Mothers, Linguistic Input, Parent Child Relationship, Reading Comprehension
