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Direct linkLin, 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
Download full textSpencer, Trina D.; Moran, Meghan; Thompson, Marilyn S.; Petersen, Douglas B.; Restrepo, M. Adelaida – Grantee Submission, 2020
The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and…
Descriptors: Oral Language, Intervention, Bilingual Education, Spanish
Yazejian, Noreen; Peisner-Feinberg, Ellen S. – NHSA Dialog, 2009
This quasi-experimental study evaluated the effects of a supplementary preschool classroom music and movement curriculum on Head Start children's language skills. The curriculum consisted of sequenced music and movement activities conducted by outside interventionists. The evaluation compared the language skills of children attending either…
Descriptors: Intervention, Music Education, Disadvantaged Youth, Phonological Awareness
