Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 5 |
Descriptor
Source
| Grantee Submission | 1 |
| Journal of Applied… | 1 |
| Journal of Early Childhood… | 1 |
| Journal of Educational… | 1 |
| Reading and Writing: An… | 1 |
Author
| Cerna, Sandra | 1 |
| Doris Luft Baker | 1 |
| Edward J. Kame'enui | 1 |
| Farver, JoAnn M. | 1 |
| Goodrich, J. Marc | 1 |
| Jackson, Carla Wood | 1 |
| Johanna Cena | 1 |
| Keith Smolkowski | 1 |
| Leacox, Lindsey | 1 |
| Lonigan, Christopher J. | 1 |
| Moran, Meghan | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 5 |
| Reports - Research | 5 |
Education Level
| Early Childhood Education | 4 |
| Preschool Education | 4 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Classroom Assessment Scoring… | 1 |
| Expressive One Word Picture… | 1 |
| Peabody Picture Vocabulary… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkSpencer, 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
Leacox, Lindsey; Jackson, Carla Wood – Journal of Early Childhood Literacy, 2014
This study examined preschool and kindergarten English language learners (ELLs) attending a migrant summer programme and their vocabulary word learning during both adult-read and technology-enhanced repeated readings. In a within-subject design, 24 ELLs (four to six years old) engaged in repeated readings in a control and a treatment condition. In…
Descriptors: English Language Learners, English (Second Language), Second Language Instruction, Vocabulary
Johanna Cena; Doris Luft Baker; Edward J. Kame'enui; Scott K. Baker; Yonghan Park; Keith Smolkowski – Reading and Writing: An Interdisciplinary Journal, 2013
This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were…
Descriptors: Spanish, Intervention, Expressive Language, Receptive Language
Goodrich, J. Marc; Lonigan, Christopher J.; Farver, JoAnn M. – Journal of Educational Psychology, 2013
The purpose of this study was to evaluate the cross-language transfer of the emergent literacy skills of preschoolers who were Spanish-speaking language-minority children in the context of an experimental intervention study. Ninety-four children were randomly assigned either to a control condition (HighScope Preschool Curriculum) or to receive…
Descriptors: Intervention, Minority Group Children, Language Acquisition, Emergent Literacy
Strand, Paul S.; Pula, Kacy; Parks, Craig D.; Cerna, Sandra – Journal of Applied Developmental Psychology, 2011
The present study utilized a short-term longitudinal research design to model the relationship between shyness-anxiousness and receptive language skills. Hypotheses regarding the direction of the causal relationship, mediation, and moderation were evaluated. Subjects included 340 Head Start attendees from primarily English- and Spanish-speaking…
Descriptors: Shyness, Research Design, Speech Communication, Disadvantaged Youth
