NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Development of First- and Second-Language Vocabulary Knowledge among Language-Minority Children: Evidence from Single Language and Conceptual Scores
Peer reviewed Peer reviewed
Direct linkDirect link
Goodrich, J. Marc; Lonigan, Christopher J. – Journal of Child Language, 2018
This study evaluated the development of vocabulary knowledge over the course of two academic years, beginning in preschool, in a large sample (N = 944) of language-minority children using scores from single-language vocabulary assessments and conceptual scores. Results indicated that although children began the study with higher raw scores for…
Descriptors: Language Acquisition, Native Language, Second Language Learning, Vocabulary Development
Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model
Peer reviewed Peer reviewed
Direct linkDirect link
Goodrich, J. Marc; Lonigan, Christopher J. – Journal of Educational Psychology, 2017
According to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when learning a second language. The purpose of this study was to evaluate the relevance of the common underlying…
Descriptors: Language Proficiency, Phonological Awareness, Spanish, Language Minorities
Development and Transfer of Vocabulary Knowledge in Spanish-Speaking Language Minority Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Goodrich, J. Marc; Lonigan, Christopher J.; Kleuver, Cherie G.; Farver, Joann M. – Journal of Child Language, 2016
In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54.51 months, 54.3% male; Sample 2: N = 116, mean age = 60ยท70 months, 56.0% male) completed measures of receptive, expressive, and definitional vocabulary in their first…
Descriptors: Vocabulary Development, Transfer of Training, Translation, Language Minorities
Relations between Early Reading and Writing Skills among Spanish-Speaking Language Minority Children
Peer reviewed Peer reviewed
Direct linkDirect link
Goodrich, J. Marc; Farrington, Amber L.; Lonigan, Christopher J. – Reading and Writing: An Interdisciplinary Journal, 2016
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children's Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language)…
Descriptors: Correlation, Emergent Literacy, Phonological Awareness, Spelling
Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association with Language, Literacy, and Math Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Lonigan, Christopher J.; Allan, Darcey M.; Goodrich, J. Marc; Farrington, Amber L.; Phillips, Beth M. – Journal of Learning Disabilities, 2017
Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill…
Descriptors: Spanish Speaking, Language Minorities, Preschool Children, Inhibition
Children's Expressive Language Skills and Their Impact on the Relation between First-and Second-Language Phonological Awareness Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Goodrich, J. Marc; Lonigan, Christopher J.; Farver, JoAnn M. – Scientific Studies of Reading, 2014
The purpose of this study was to evaluate whether the cross-language relations between the phonological awareness (PA) skills of preschool children learning more than one language are dependent upon their first-and second-language oral language skills. Four hundred sixty-six Spanish-speaking language minority children participated in this study.…
Descriptors: Expressive Language, Language Skills, Native Language, Second Language Learning
Do Early Literacy Skills in Children's First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer
Peer reviewed Peer reviewed
Direct linkDirect link
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