This study investigated the prevalence and stability of latent classes among elementary-aged English learning (EL) children whose first language is Spanish. To this end, EL children (N = 267) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures (short-term memory, working memory,…

The role of working memory (WM) in language acquisition has been widely reported in the developmental literature, but few studies have explored the role of sentence recall in the way WM and related linguistic abilities evolve. This study seeks to explore the organization and development of the memory architecture underlying language using a…

Purpose: As follow-up to a previous study of probes, we evaluated the marking of tense and agreement (T/A) in language samples by children with specific language impairment (SLI) and typically developing controls in African American English (AAE) and Southern White English (SWE) while also examining the clinical utility of different scoring…

Purpose: This study examines the extent to which the Home Literacy Environment (HLE) as measured by reading habits and resources, library use, and subscriptions or materials, as well as parental reading beliefs predict both language skills (i.e., vocabulary) at kindergarten and students' trajectories of growth from kindergarten (K) to grade 3…

This study aimed to investigate the extent to which WM measured in kindergarten predicts WM measured in second grade (stability of individual WM progress) and the extent to which WM measured at kindergarten predicts academic performance at second grade (N = 94). The results showed that WM skills significantly increase during the time span from…

The purpose of this study was to examine whether technology- based learning environments have the potential to support dual-language learners' (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986), this study investigates whether DLLs benefit from media content that is delivered both orally and…

Although many studies have investigated links between maternal employment and children's wellbeing, less research has considered whether the stability of maternal employment is linked with child outcomes. Using unique employment calendar data from the Fragile Families and Child Wellbeing Study (N = 2,011), an urban birth cohort study of largely…

Purpose: This study aimed to examine the effect of an intensive vocabulary intervention embedded in e-books on the vocabulary skills of young Spanish-English speaking English Learners (ELs) from low SES backgrounds. Methods: Children (288) in kindergarten and first grade were randomly assigned to treatment and read-only conditions. All children…

Interactive book reading (IBR) has proven effective for increasing children's lexicons with most of the results based on students' learning of nouns. Little is known about the application of IBR to instructional verbs (i.e., words used during the instruction of academic content). To address this gap, 122 prekindergarten children were recruited…

This article reports findings from a one-year evaluation of a kindergarten math enrichment program. A randomized design was used to assess the impact of High 5s on children's math skills, attitudes towards math, language ability, and executive function for a sample of kindergarten students in New York City. High 5s math clubs were designed to…

This exploratory multiple case study investigated how preschool-age, Spanish-English emergent bilingual (EB) children with diverse language profiles leverage their discursive resources to engage with peers and teachers in sociodramatic play (SDP) interactions. Data were collected over the course of one academic year, including weekly video…

Background: Children with developmental language disorder (DLD) demonstrate deficits in vocabulary development and novel word learning processes, which have been proposed to stem from their speech perception deficits. Aims: This study had two aims. The first was to evaluate the efficacy of an intervention incorporating a computer-based phonetic…

Research Findings: Growing international evidence points to high-quality teacher-child interactions in early learning environments as key contributors to children's learning and development. Little is known, however, about the longitudinal effects of these experiences, particularly in the Chinese context. In this study, we addressed the question…

The purpose of this experimental study was to examine the contribution of phoneme awareness training and orthography to the learning of new vocabulary words by partial alphabetic phase readers. Hypotheses included: Preschoolers taught to phonemically segment words with letters would outperform those trained without letters on an invented spelling…

Although extensive research exists on vocabulary instruction during book reading in preschool classroom, comparatively little research has been conducted on vocabulary exposure in classroom play contexts and child vocabulary outcomes. The purpose of this study was to examine Head Start teacher and child vocabulary use in dyadic play sessions and…