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Direct linkGray, Shelley; Lancaster, Hope; Alt, Mary; Hogan, Tiffany P.; Green, Samuel; Levy, Roy; Cowan, Nelson – Journal of Speech, Language, and Hearing Research, 2020
Purpose: We investigated four theoretically based latent variable models of word learning in young school-age children. Method: One hundred sixty-seven English-speaking second graders with typical development from three U.S. states participated. They completed five different tasks designed to assess children's creation, storage, retrieval, and…
Descriptors: Vocabulary Development, Grade 2, Elementary School Students, Expressive Language
Lin, Tzu-Jung; Chen, Jing; Lu, Monica; Sun, Jing; Purtell, Kelly; Ansari, Arya; Justice, Laura – Journal of Educational Psychology, 2023
The purpose of this study was to examine how classroom language contexts characterized by peer language skills and proportions of dual language learners (DLL) influenced English language development for DLL and non-DLL children. Participants were 2,131 children from 135 classrooms across preschool through Grade 3. Children were classified into…
Descriptors: Bilingualism, Bilingual Education, English (Second Language), Second Language Learning
Willner, Cynthia J.; Gatzke-Kopp, Lisa M.; Bierman, Karen L.; Greenberg, Mark T.; Segalowitz, Sidney J. – Developmental Psychology, 2015
Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related…
Descriptors: Attention, Learning Processes, Academic Achievement, Neurology
