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Direct linkHan, Myae; Vukelich, Carol; Buell, Martha; Meacham, Sohyun – Early Education and Development, 2014
Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62…
Descriptors: Longitudinal Studies, Economically Disadvantaged, Bilingualism, Monolingualism
Download full textHan, Myae; Moore, Noreen; Vukelich, Carol; Buell, Martha – American Journal of Play, 2010
Merging the literatures of how to enhance young children's vocabulary development and how to improve learning through play, this study tested two vocabulary teaching protocols on at-risk preschool children: Explicit Instructional Vocabulary Protocol (EIVP) and shortened EIVP and a play session (EIVP + Play). From a group of 118 lowest-performing…
Descriptors: Play, Vocabulary Development, At Risk Students, Preschool Children
Who's Learning What Words and How Fast? Preschoolers' Vocabulary Growth in an Early Literacy Program
Roskos, Kathleen; Ergul, Cevriye; Bryan, Tanis; Burstein, Karen; Christie, James; Han, Myae – Journal of Research in Childhood Education, 2008
This study examined the composition of vocabulary and preschoolers' vocabulary learning in an early literacy program. Fifty-six children with typical achievement, with special needs, and at risk for disabilities participated. Curriculum-based measures (CBM) were used to track children's receptive and expressive vocabulary growth over three…
Descriptors: Emergent Literacy, Vocabulary Development, Preschool Children, Literacy Education
