NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)3
Since 2006 (last 20 years)6
Descriptor
Vocabulary Development6
Preschool Children5
Questionnaires4
Academic Achievement3
Child Development3
Elementary School Students3
Intelligence Tests3
Predictor Variables3
Preschool Education3
Verbal Ability3
Vocabulary3
Achievement Tests2
Bilingualism2
Child Behavior2
Context Effect2
Educational Environment2
English (Second Language)2
Interpersonal Competence2
Language Acquisition2
Language Skills2
Mathematics Skills2
Mexican Americans2
Mexicans2
Outcomes of Education2
Path Analysis2
More ▼
Source
Journal of Speech, Language,…2
Child Development1
Early Education and…1
Grantee Submission1
International Multilingual…1
Author
Eggum-Wilkens, Natalie D.2
Fabes, Richard A.2
Foster, Stacie A.2
Goble, Priscilla2
Hanish, Laura D.2
Martin, Carol Lynn2
Alt, Mary1
Atwill, Kim1
Blanchard, Jay1
Cain, Kate1
Erikson, Jessie A.1
Figueroa, Cecilia1
Jiménez-Castellanos, Oscar1
Jiménez-Silva, Margarita1
Justice, Laura1
Kapa, Leah L.1
Meyers, Christina1
O'Connell, Ann1
Pentimonti, Jill1
More ▼
Publication Type
Journal Articles6
Reports - Research6
Education Level
Preschool Education4
Early Childhood Education3
Elementary Education3
Grade 11
Grade 21
Grade 31
Kindergarten1
Primary Education1
Audience
Location
Arizona6
Arizona (Phoenix)1
Kansas1
Nebraska1
Ohio1
Laws, Policies, & Programs
Assessments and Surveys
Peabody Picture Vocabulary…6
Woodcock Johnson Tests of…2
Clinical Evaluation of…1
Dynamic Indicators of Basic…1
Expressive One Word Picture…1
Goldman Fristoe Test of…1
Kaufman Assessment Battery…1
Mean Length of Utterance1
TerraNova Multiple Assessments1
What Works Clearinghouse Rating
Showing all 6 results Save | Export
The Relationship between Word Learning and Executive Function in Preschoolers with and without Developmental Language Disorder
Peer reviewed Peer reviewed
Direct linkDirect link
Kapa, Leah L.; Erikson, Jessie A. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The purpose of this study was to examine the relationship between executive functioning and word learning among preschoolers with and without developmental language disorder (DLD). Method: Forty-one preschool-age children with DLD were matched to typically developing children on age and sex. Participants were exposed to 10 novel…
Descriptors: Executive Function, Word Recognition, Preschool Children, Developmental Disabilities
Preschool Contexts and Teacher Interactions: Relations with School Readiness
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Goble, Priscilla; Hanish, Laura D.; Martin, Carol Lynn; Eggum-Wilkens, Natalie D.; Foster, Stacie A.; Fabes, Richard A. – Grantee Submission, 2016
The majority of early education programs promote children's learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children's experiences with teachers in these contexts as they relate to children's skill development. Participants…
Descriptors: Preschool Children, Preschool Education, Educational Environment, School Readiness
The Dimensionality of Language Ability in Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Pentimonti, Jill; O'Connell, Ann; Justice, Laura; Cain, Kate – Child Development, 2015
The purpose of this study was to empirically examine the dimensionality of language ability for young children (4-8 years) from prekindergarten to third grade (n = 915), theorizing that measures of vocabulary and grammar ability will represent a unitary trait across these ages, and to determine whether discourse skills represent an additional…
Descriptors: Child Development, Language Acquisition, Child Language, Language Skills
Preschool Contexts and Teacher Interactions: Relations with School Readiness
Peer reviewed Peer reviewed
Direct linkDirect link
Goble, Priscilla; Hanish, Laura D.; Martin, Carol Lynn; Eggum-Wilkens, Natalie D.; Foster, Stacie A.; Fabes, Richard A. – Early Education and Development, 2016
The majority of early education programs promote children's learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children's experiences with teachers in these contexts as they relate to children's skill development. Participants…
Descriptors: Preschool Children, Preschool Education, Educational Environment, School Readiness
Beginning English Literacy Development and Achievement among Spanish-Speaking Children in Arizona's English-Only Classrooms: A Four-Year Two-Cohort Longitudinal Study
Peer reviewed Peer reviewed
Direct linkDirect link
Jiménez-Castellanos, Oscar; Blanchard, Jay; Atwill, Kim; Jiménez-Silva, Margarita – International Multilingual Research Journal, 2014
This study examined beginning English literacy-skill development and achievement among Spanish-speaking children enrolled in state-mandated English-only classrooms. The children possessed Spanish skill at or above age-appropriate level, yet minimal English skill, and came from a Spanish-speaking community adjacent to the U.S.-Mexico border. Under…
Descriptors: Emergent Literacy, Bilingualism, Reading Fluency, English (Second Language)
Factors that Influence Fast Mapping in Children Exposed to Spanish and English
Peer reviewed Peer reviewed
Direct linkDirect link
Alt, Mary; Meyers, Christina; Figueroa, Cecilia – Journal of Speech, Language, and Hearing Research, 2013
Purpose: The purpose of this study was to determine whether children exposed to 2 languages would benefit from the phonotactic probability cues of a single language in the same way as monolingual peers and to determine whether crosslinguistic influence would be present in a fast-mapping task. Method: Two groups of typically developing children…
Descriptors: Regression (Statistics), Spanish, Cues, Task Analysis