Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Receptive Language | 3 |
| Vocabulary | 3 |
| Emergent Literacy | 2 |
| Longitudinal Studies | 2 |
| Academic Achievement | 1 |
| Change | 1 |
| Children | 1 |
| Correlation | 1 |
| Disadvantaged Youth | 1 |
| Early Childhood Education | 1 |
| English | 1 |
| More ▼ | |
Source
| Child Development | 3 |
Author
| Duncan, Greg J. | 1 |
| Farkas, George | 1 |
| Kohnert, Kathryn | 1 |
| LeFevre, Jo-Anne | 1 |
| Miller, Elizabeth B. | 1 |
| Pham, Giang | 1 |
| Sénéchal, Monique | 1 |
| Vandell, Deborah Lowe | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Early Childhood Education | 2 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMiller, Elizabeth B.; Farkas, George; Vandell, Deborah Lowe; Duncan, Greg J. – Child Development, 2014
Data from the Head Start Impact Study (N = 3,185, age = 3-4 years) were used to determine whether 1 year of Head Start differentially benefited children from homes with high, middle, and low levels of parental preacademic stimulation on three academic outcome domains--early math, early literacy, and receptive vocabulary. Results from residualized…
Descriptors: Early Childhood Education, Disadvantaged Youth, Program Effectiveness, Preschool Children
Sénéchal, Monique; LeFevre, Jo-Anne – Child Development, 2014
One hundred and ten English-speaking children schooled in French were followed from kindergarten to Grade 2 (M[subscript age]: T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal, M., 2002) because in this sample the home language was independent of the language of instruction. The…
Descriptors: English, French, Kindergarten, Grade 1
Pham, Giang; Kohnert, Kathryn – Child Development, 2014
This longitudinal study modeled lexical development among children who spoke Vietnamese as a first language (L1) and English as a second language (L2). Participants (n = 33, initial mean age of 7.3 years) completed a total of eight tasks (four in each language) that measured vocabulary knowledge and lexical processing at four yearly time points.…
Descriptors: Longitudinal Studies, Language Acquisition, Vietnamese, English (Second Language)
