Publication Date
| In 2025 | 1 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 5 |
Descriptor
Source
| Child Development | 7 |
Author
| Diaz, Rafael M. | 2 |
| Winsler, Adam | 2 |
| Amendum, Steven J. | 1 |
| Ansari, Arya | 1 |
| Bleiker, Charles | 1 |
| Dearing, Eric | 1 |
| Dinehart, Laura H. B. | 1 |
| Espinosa, Linda | 1 |
| Foley, Claire | 1 |
| Gooch, Debbie | 1 |
| Hartman, Suzanne C. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 7 |
Education Level
| Elementary Education | 3 |
| Early Childhood Education | 2 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
| Kindergarten | 1 |
| Preschool Education | 1 |
| Primary Education | 1 |
Audience
| Researchers | 1 |
Location
| Florida | 1 |
| United Kingdom (England) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Strengths and Difficulties… | 1 |
What Works Clearinghouse Rating
Direct linkJose Pérez-Navarro; Marie Lallier – Child Development, 2025
This study examined the influence of linguistic input on the development of productive and receptive skills across three fundamental language domains: lexico-semantics, syntax, and phonology. Seventy-one (35 female) Basque-Spanish bilingual children were assessed at three time points (Fall 2018, Summer 2019, Winter 2021), between 4 and 6 years of…
Descriptors: Preschool Children, Preschool Education, Bilingualism, Bilingual Students
Relyea, Jackie Eunjung; Amendum, Steven J. – Child Development, 2020
This study examined the extent to which kindergarten Spanish reading affected English reading growth trajectories through fourth grade among nationally representative Spanish-speaking bilingual students (N = 312) in the United States and whether the association varied by students' English oral proficiency. Multilevel growth curve analyses revealed…
Descriptors: Spanish Speaking, Bilingual Students, Language Proficiency, Kindergarten
Dearing, Eric; Walsh, Mary E.; Sibley, Erin; Lee-St.John, Terry; Foley, Claire; Raczek, Anastacia E. – Child Development, 2016
Using a quasi-experimental design, the effects of a student support intervention were estimated for the math and reading achievement of first-generation immigrant children (n = 667, M = 11.05 years of age) attending high-poverty, urban elementary schools. The intervention was designed to help schools identify developmental strengths and barriers…
Descriptors: Immigrants, Poverty, Urban Schools, Elementary School Students
Ansari, Arya; L?pez, Michael; Manfra, Louis; Bleiker, Charles; Dinehart, Laura H. B.; Hartman, Suzanne C.; Winsler, Adam – Child Development, 2017
This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized…
Descriptors: Grade 3, Low Income Groups, Hispanic American Students, Preschool Education
Whiteside, Katie E.; Gooch, Debbie; Norbury, Courtenay F. – Child Development, 2017
Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic…
Descriptors: English Language Learners, Language Proficiency, English (Second Language), Monolingualism
Peer reviewedDiaz, Rafael M. – Child Development, 1985
Results question the validity of Cummins's threshold hypothesis and suggest that degree of bilingualism is related to variability in cognitive measures only before a certain threshold of proficiency in the second language is attained. A cause-effect model in which degree of bilingualism appears as the causal factor affecting children's cognitive…
Descriptors: Bilingualism, Cognitive Development, Comparative Analysis, Elementary School Students
Peer reviewedWinsler, Adam; Diaz, Rafael M.; Espinosa, Linda; Rodriguez, James L. – Child Development, 1999
Two studies explored bilingual language-development outcomes of low-income, Spanish-speaking, Mexican-American children who did or did not attend a bilingual preschool. Found that children who attended bilingual preschools, compared to those remaining at home, showed significant and parallel gains in Spanish-language development and in…
Descriptors: Bilingual Education, Bilingual Students, Comparative Analysis, Expressive Language
