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1
The relationship among home language use, parental beliefs, and Spanish-speaking children’s vocabulary
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/
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2
Patterns of Development in Spanish–English Conceptually Scored Vocabulary Among Elementary-Age Dual Language Learners
In: J Speech Lang Hear Res (2020)
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3
Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually-scored vocabulary
In: Appl Psycholinguist (2019)
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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
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5
Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency
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)
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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)
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7
Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency
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)
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