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Task and language in Spanish–English narratives (Wofford et al., 2022) ...
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Task and language in Spanish–English narratives (Wofford et al., 2022) ...
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Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners
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Development of First- and Second-Language Vocabulary Knowledge among Language-Minority Children: Evidence from Single Language and Conceptual Scores
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In: Special Education and Communication Disorders Faculty Publications (2020)
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Development of First- and Second-Language Vocabulary Knowledge among Language-Minority Children: Evidence from Single Language and Conceptual Scores
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Identifying Differences in Early Literacy Skills across Subgroups of Language-Minority Children: A Latent Profile Analysis
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Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model
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Abstract:
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 proficiency model for the early literacy skills of Spanish-speaking language-minority children using confirmatory factor analysis. Eight hundred fifty-eight Spanish-speaking language-minority preschoolers (mean age = 60.83 months, 50.2% female) participated in this study. Results indicated that bifactor models that consisted of language-independent as well as language-specific early literacy factors provided the best fits to the data for children’s phonological awareness and print knowledge skills. Correlated factors models that only included skills specific to Spanish and English provided the best fits to the data for children’s oral language skills. Children’s language-independent early literacy skills were significantly related across constructs and to language-specific aspects of early literacy. Language-specific aspects of early literacy skills were significantly related within but not across languages. These findings suggest that language-minority preschoolers have a common underlying proficiency for code-related skills but not language-related skills that may allow them to transfer knowledge across languages.
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URL: http://www.ncbi.nlm.nih.gov/pubmed/28848244 https://doi.org/10.1037/edu0000179 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5571872/
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Language-Minority Children’s Sensitivity to the Semantic Relations between Words
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Impacts of a Literacy-Focused Preschool Curriculum on the Early Literacy Skills of Language-Minority Children
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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association with Language, Literacy, and Math Skills
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Do Early Literacy Skills in Children's First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer
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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.
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Lexical Characteristics of Words and Phonological Awareness Skills of Preschool Children
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Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes.
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