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Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start
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Williams, Aya Inamori; Uchikoshi, Yuuko; Bunge, Silvia A.; Zhou, Qing – Early Education and Development, 2019
This study examined the concurrent relations of English (EL) and heritage language (HL) proficiency to executive functions (EF) among low-income dual language learners (DLLs) from immigrant families. In a sample of 90 children (age = 38-70 months) from Chinese-speaking Chinese American and Spanish-speaking Mexican American families recruited from…
Descriptors: Bilingual Students, Disadvantaged Youth, Receptive Language, Expressive Language
Peer Effects on Children's Expressive Vocabulary Development Using Conceptual Scoring in Linguistically Diverse Preschools
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Atkins-Burnett, Sally; Xue, Yange; Aikens, Nikki – Early Education and Development, 2017
Research Findings: This study examined associations between the expressive vocabulary of classroom peers and children's own vocabulary knowledge using conceptual scoring in a linguistically diverse sample of 4-year-olds who attended universal preschool programs in a metropolitan area. Higher peer conceptually scored expressive vocabulary was…
Descriptors: Peer Influence, Expressive Language, Vocabulary Development, Scoring
Supporting Inferential Thinking in Preschoolers: Effects of Discussion on Children's Story Comprehension
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Collins, Molly F. – Early Education and Development, 2016
Research Findings: This study examines the effects of low- and high-cognitive demand discussion on children's story comprehension and identifies contributions of discussion, initial vocabularies, and parent reading involvement. A total of 70 English learner preschoolers took baseline vocabulary tests in Portuguese and English, were randomly…
Descriptors: Cognitive Processes, Difficulty Level, Story Reading, Reading Comprehension
Center-Based Preschool and School Readiness Skills of Children from Immigrant Families
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Votruba-Drzal, Elizabeth; Coley, Rebekah Levine; Collins, Melissa; Miller, Portia – Early Education and Development, 2015
Research Findings: Children from immigrant families are more likely than children of native parents to start school with fewer of the academic skills that are important for long-term success, although evidence on behavioral skills is mixed. Center-based early education and care (EEC) programs, which have been linked to improvements in academic…
Descriptors: Preschool Education, Preschool Children, Immigrants, School Readiness
Sharing Books and Learning Language: What do Latina Mothers and Their Young Children Do?
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Boyce, Lisa K.; Cook, Gina A.; Roggman, Lori A.; Innocenti, Mark S.; Jump, Vonda K.; Akers, James F. – Early Education and Development, 2004
This study examined low-income, Spanish-speaking, immigrant Latina mothers' book sharing behaviors in relation to their children's vocabulary. Participants were 47 3-year-old children and their mothers. We addressed two research questions: (a) What interactive behaviors are evident when low-income immigrant Latina mothers and their 3-year-old…
Descriptors: Mothers, Immigrants, Expressive Language, Sharing Behavior