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Working Memory Predicts New Word Learning over and above Existing Vocabulary and Nonverbal IQ
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Gray, Shelley I.; Levy, Roy; Alt, Mary; Hogan, Tiffany P.; Cowan, Nelson – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The purpose of this study was to use an established model of working memory in children to predict an established model of word learning to determine whether working memory explained word learning variance over and above the contributions of expressive vocabulary and nonverbal IQ. Method: One hundred sixty-seven English-speaking second…
Descriptors: Short Term Memory, Vocabulary, Expressive Language, Intelligence
Measuring the Expressive Language and Vocabulary of Latino English Learners Using Hand Transcribed Speech Data and Automated Scoring
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Sano, Makoto; Baker, Doris Luft; Collazo, Marlen; Le, Nancy; Kamata, Akihito – Grantee Submission, 2020
Purpose: Explore how different automated scoring (AS) models score reliably the expressive language and vocabulary knowledge in depth of young second grade Latino English learners. Design/methodology/approach: Analyze a total of 13,471 English utterances from 217 Latino English learners with random forest, end-to-end memory networks, long…
Descriptors: English Language Learners, Hispanic American Students, Elementary School Students, Grade 2
Psychometric Properties of the Working Memory Rating Scale for Spanish-Speaking English Language Learners
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Guzman-Orth, Danielle; Grimm, Ryan; Gerber, Michael; Orosco, Michael; Swanson, H. Lee; Lussier, Cathy – Journal of Psychoeducational Assessment, 2015
The Working Memory Rating Scale (WMRS) was designed as a behavioral rating tool to assist teachers in identifying students at risk of working memory difficulties. The instrument was originally normed on 417 monolingual English-speaking children from the United Kingdom. The purpose of this study was to test the reliability and validity of the WMRS…
Descriptors: Short Term Memory, Rating Scales, Psychometrics, English Language Learners
Core Language Predictors of Behavioral Functioning in Early Elementary School Children: Concurrent and Longitudinal Findings
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Hooper, Stephen R.; Roberts, Joanne E.; Zeisel, Susan A.; Poe, Michele – Behavioral Disorders, 2003
The authors examined (a) the extent to which kindergarten estimates of core language functions predicted teacher ratings of behavior problems in each of the child's first 4 years of elementary school and (b) the ability of core language measures to predict concurrent behavior problems at each of the early elementary school grades studied.…
Descriptors: Elementary School Students, African American Children, Behavior Problems, Teacher Evaluation