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Direct and Indirect Effects of Executive Functions, Reading Engagement, and Higher Order Strategic Processes in the Reading Comprehension of Dual Language Learners and English Monolinguals
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Taboada Barber, Ana; Cartwright, Kelly B.; Stapleton, Laura; Klauda, Susan Lutz; Archer, Casey; Smith, Peet – Grantee Submission, 2020
Given concerns about the reading achievement of Dual Language Learners (DLLs) in comparison to English Monolinguals (EMs), this study examined individual difference variables contributing to English reading comprehension growth in Spanish-speaking DLLs and their EM counterparts in Grades 1-4. The participants, who included 578 DLLs and 412 EMs,…
Descriptors: Executive Function, Reading Motivation, Reading Comprehension, Second Language Learning
The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children
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McClelland, Megan M.; Gonzales, Christopher R.; Cameron, Claire E.; Geldhof, G. John; Bowles, Ryan P.; Nancarrow, Alexandra F.; Merculief, Alexis; Tracy, Alexis – Grantee Submission, 2021
The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the…
Descriptors: Self Control, Executive Function, Task Analysis, School Readiness
Evidence Regarding the Domains of the CLASS PreK in Head Start Classrooms
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Gordon, Rachel A.; Peng, Fang – Grantee Submission, 2020
The standard scoring of the CLASS PreK produces three domain scores that are widely used in research, practice and policy. Despite these domains being based on developmental theory and research, limited empirical evidence exists for the three-domain structure as operationalized in the CLASS PreK. Using the 2009 and 2014 Head Start Family and Child…
Descriptors: Preschool Education, Low Income Groups, Federal Programs, Factor Structure
Predicting Growth in English and French Vocabulary: The Facilitating Effects of Morphological and Cognate Awareness
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D'Angelo, Nadia; Hipfner-Boucher, Kathleen; Chen, Xi – Developmental Psychology, 2017
The present study investigated the contribution of morphological and cognate awareness to the development of English and French vocabulary knowledge among young minority and majority language children who were enrolled in a French immersion program. Participating children (n = 75) were assessed in English and French on measures of morphological…
Descriptors: Prediction, French, Vocabulary Development, Morphology (Languages)
Bilingual Word Recognition in Deaf and Hearing Signers: Effects of Proficiency and Language Dominance on Cross-Language Activation
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Morford, Jill P.; Kroll, Judith F.; Piñar, Pilar; Wilkinson, Erin – Second Language Research, 2014
Recent evidence demonstrates that American Sign Language (ASL) signs are active during print word recognition in deaf bilinguals who are highly proficient in both ASL and English. In the present study, we investigate whether signs are active during print word recognition in two groups of unbalanced bilinguals: deaf ASL-dominant and hearing…
Descriptors: Bilingualism, American Sign Language, Word Recognition, Deafness
Relations among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers
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Lewis, Kandia; Sandilos, Lia E.; Hammer, Carol Scheffner; Sawyer, Brook E.; Méndez, Lucía I. – Early Education and Development, 2016
Research Findings: This study explored the relations between Spanish-English dual language learner (DLL) children's home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish-English mothers of 93 preschool-age Head Start children who resided in central…
Descriptors: At Risk Students, Spanish Speaking, Preschool Children, Disadvantaged Youth