This study examined the effects of older siblings' L1/L2 use on the vocabulary and fast mapping skills in preschool-age children who learn Cantonese (L1) as a home language and start to learn English (L2) in preschool settings. Two groups of bilingual children participated in this study: (1) children whose older siblings used mostly L1 at home…

This study explores how preschool educators could assess dual language learners' (DLLs) English language abilities using formative instruments in school settings. It specifically examines (1) DLLs' receptive and expressive language proficiencies measured using the instruments and (2) educators' perceived usefulness of them for informing…

The population of Spanish-speaking preschoolers in the United States continues to increase and there is a significant need to develop psychometrically sound early language and literacy screening measures to accurately capture children's ability in Spanish. In this paper, we describe the innovative design and calibration process of the new…

The discriminant validity of two subscales of the Reynell Developmental Language Scales (RDLS) was investigated using data from 225 children given the RDLS at age 4 and the Illinois Test of Psycholinguistic Abilities at age 5. Results support the hypothesis; the RDLS scales measure distinct but correlated language abilities. (SLD)

This study examined the relationship among language proficiency, behavior problems, and other areas of development in 36 children (ages 36 to 40 months). A strong association was found between deficiencies in both expressive and receptive language and behavioral difficulties. Specifically, deficits in expressive language at age 2 were more…

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…