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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 The relationship among home language use, parental beliefs, and Spanish-speaking children’s vocabulary Hwang, Jin Kyoung; Mancilla-Martinez, Jeannette; Flores, Israel... In: Int J Biling Educ Biling (2022) BASE Show details 2 Patterns of Development in Spanish–English Conceptually Scored Vocabulary Among Elementary-Age Dual Language Learners Mancilla-Martinez, Jeannette; Hwang, Jin Kyoung; Oh, Min Hyun... In: J Speech Lang Hear Res (2020) BASE Show details 3 Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually-scored vocabulary Hwang, Jin Kyoung; Mancilla-Martinez, Jeannette; McClain, Janna Brown; Oh, Min Hyun; Flores, Israel In: Appl Psycholinguist (2019) Abstract: Vocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners’ conceptually-scored Spanish-English vocabulary, academic English proficiency, and English reading comprehension. Second- and fourth-grade English learners (N = 62) completed standardized conceptually-scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually-scored vocabulary measures are designed to tap knowledge of the number of known concepts, regardless of the specific language (Spanish or English) used to label the concept. Regression analyses revealed that academic English proficiency and English reading comprehension were not predicted by the conceptually-scored measure of receptive vocabulary. However, both academic English proficiency and English reading comprehension were predicted by the conceptually-scored measure of expressive vocabulary. Importantly, the relationship between conceptually-scored expressive vocabulary and English reading comprehension remained after controlling for academic English proficiency. Results underscore the utility of measures that incorporate English learners’ first and second language skills in understanding the vocabulary knowledge English learners bring to English language and literacy learning tasks. Keyword: Article URL: https://doi.org/10.1017/s0142716419000365 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7117096/ http://www.ncbi.nlm.nih.gov/pubmed/32255882 BASE Hide details 4 Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge [<Journal>] Hagen, Aste Mjelve [Sonstige]; Lervåg, Arne [Sonstige]; Lawrence, Joshua Fahey [Verfasser]. DNB Subject Category Language Show details 5 Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency Hwang, Jin Kyoung In: Hwang, Jin Kyoung. (2015). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314 - 332. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/5wh435nv (2015) BASE Show details 6 Adolescent language minority students’ vocabulary growth: Exploring heterogeneity with multilevel analysis Hwang, Jin Kyoung. - : eScholarship, University of California, 2015 In: Hwang, Jin Kyoung. (2015). Adolescent language minority students’ vocabulary growth: Exploring heterogeneity with multilevel analysis. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/0105g4kv (2015) BASE Show details 7 Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Mo, Elaine... In: Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Mo, Elaine; & Snow, Catherine. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. The International Journal of Bilingualism. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/9z6970x6 (2014) BASE Show details

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