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1
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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3
Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners
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4
Development of First- and Second-Language Vocabulary Knowledge among Language-Minority Children: Evidence from Single Language and Conceptual Scores
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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6
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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Language-Minority Children’s Sensitivity to the Semantic Relations between Words
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9
Impacts of a Literacy-Focused Preschool Curriculum on the Early Literacy Skills of Language-Minority Children
Abstract: Spanish-speaking language-minority (LM) children are at an elevated risk of struggling academically and display signs of that risk during early childhood. Therefore, high-quality research is needed to identify instructional techniques that promote the school readiness of Spanish-speaking LM children. The primary purpose of this study was to evaluate the effectiveness of an intervention that utilized an experimental curriculum and two professional development models for the development of English and Spanish early literacy skills among LM children. We also evaluated whether LM children's proficiency in one language moderated the effect of the intervention on early literacy skills in the other language, as well as whether the intervention was differentially effective for LM and monolingual English-speaking children. Five hundred twenty-six Spanish-speaking LM children and 447 monolingual English-speaking children enrolled in 26 preschool centers in Los Angeles, CA participated in this study. Results indicated that the intervention was effective for improving LM children's code-related but not language-related English early literacy skills. There were no effects of the intervention on children's Spanish early literacy skills. Proficiency in Spanish did not moderate the effect of the intervention for any English early literacy outcomes; however, proficiency in English significantly moderated the effect of the intervention for Spanish oral language skills, such that the effect of the intervention was stronger for children with higher proficiency in English than it was for children with lower proficiency in English. In general, there were not differential effects of the intervention for LM and monolingual children. Taken together, these findings indicate that high-quality, evidence-based instruction can improve the early literacy skills of LM children and that the same instructional techniques are effective for enhancing the early literacy skills of LM and monolingual children.
Keyword: Article
URL: http://www.ncbi.nlm.nih.gov/pubmed/28970649
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5621762/
https://doi.org/10.1016/j.ecresq.2017.02.001
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10
Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association with Language, Literacy, and Math Skills
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11
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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12
Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.
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13
Lexical Characteristics of Words and Phonological Awareness Skills of Preschool Children
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14
Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes.
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