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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; McClain, Janna Brown In: Int J Biling Educ Biling (2022) Abstract: This study investigated the relationship among home language use, parents’ beliefs about dual language development, and Spanish-speaking children’s vocabulary knowledge. Parents (n = 162) completed a questionnaire about their home language use and beliefs about dual language development, and elementary-age children (N = 190)—Kindergarten (M(age) = 5.71, SD = .56), second grade (M(age) = 7.52, SD = .31), and fourth grade (M(age) = 9.35, SD = .45)—completed conceptually-scored vocabulary assessments. Principal component analyses revealed that Spanish-speaking parents’ beliefs about dual language development are heterogeneous. Further, parents’ beliefs can be characterized differently according to their children’s English proficiency designations and grade levels. Structural equation modeling analyses revealed that the Bilingual Facility parental belief factor was associated with home language use practices, which in turn were associated with children’s vocabulary. However, this association only applied to limited English proficient students and their parents. These results underscore the importance of attending to Spanish-speaking parents’ beliefs, as they appear to relate to home language use practices and, importantly, they also relate to their children’s vocabulary achievement. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/35317105 https://doi.org/10.1080/13670050.2020.1747389 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8937001/ BASE Hide 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... In: Appl Psycholinguist (2019) BASE Show 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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