Jessica A Willard
Biographic Data
| ID | 5761146 |
|---|---|
| NAME | Jessica A Willard |
| GIVEN NAMES | Jessica A |
| FAMILY NAME | Willard |
| SIGNATURE | WILLARD J A |
| AFFILIATIONS | Ruhr University Bochum |
| ORCID | 0000-0002-2170-7684 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Does entering early childhood education as a toddler benefit language and social development until age seven? A propensity score analysis
Patterns of infants’ digital exposure in disadvantaged neighborhoods
The present study examined patterns of digital exposure (frequency, duration, mothers' intentions for exposure, and co-viewing) of 7-month-old infants ( N = 221) from socioeconomically disadvantaged neighborhoods. One half heard another language at home, usually alongside German. Links to family variables were analyzed for the whole sample and to children's later toddler-age societal language vocabulary for a less linguistically diverse subsample…
Do peers matter? Peer effects on young children’s vocabulary gains in German classrooms
Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development
Can early childhood education (ECE) support the societal language development of children from linguistically diverse backgrounds? This study examined how existing variation in classroom interaction quality (CLASS Pre-K), classroom composition (percentages of children from low-income backgrounds and dual language learners [DLLs]), and duration of attending German ECE were related to language trajectories from 30 to 73 months of age (n = 519 child…
Family Literacy Activities and Their Interplay with Family and Preschool Language Environments
Research Findings : Are family literacy activities linked to gains in preschool-aged dual language learners’ (DLLs’) societal language vocabulary? To understand connections between literacy activities and vocabulary, we separately considered literacy activities in the respective heritage language and in the societal language, German, and accounted for heterogeneity in DLLs’ family and preschool language environment. DLLs (n = 115) were administer…
Longitudinal interrelations between nonword repetition and vocabulary from age three to five
The relation between nonword repetition and vocabulary has been the focus of a theoretical controversy for several decades. The point of contention is whether the ability underlying nonword repetition drives vocabulary growth or vice versa. The present study examines longitudinal interrelations between nonword repetition and vocabulary from age 3 to 5 with random intercept cross-lagged panel models (RI-CLPMs). RI-CLPMs have the advantage of separ…
Mothers’ depressive symptoms and their children’s Turkish heritage language vocabulary development
Aims: This study examined associations between mothers’ depressive symptoms and the Turkish heritage vocabulary of their school-age children. We expected that mothers’ depressive symptoms would be associated with lower Turkish vocabulary scores in fourth grade as well as slower growth in vocabulary scores from fourth to sixth grade. Design: We collected longitudinal data on 139 mothers of Turkish origin in Germany and their children in fourth, fi…
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
This study examined associations between the classroom percentage of dual language learners (DLLs), observed classroom quality, and children's German majority language skills. The cross-sectional sample of 2.5 years olds (n = 93 immigrant DLLs and n = 363 monolingual German-only learners) was clustered within n = 197 classrooms. Classrooms with higher percentages of DLLs demonstrated slightly lower levels of overall classroom process quality. DLL…
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Mothers’ depressive symptoms and their children’s Turkish heritage language vocabulary development
Aims: This study examined associations between mothers’ depressive symptoms and the Turkish heritage vocabulary of their school-age children. We expected that mothers’ depressive symptoms would be associated with lower Turkish vocabulary scores in fourth grade as well as slower growth in vocabulary scores from fourth to sixth grade. Design: We collected longitudinal data on 139 mothers of Turkish origin in Germany and their children in fourth, fi…
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
This study examined associations between the classroom percentage of dual language learners (DLLs), observed classroom quality, and children's German majority language skills. The cross-sectional sample of 2.5 years olds (n = 93 immigrant DLLs and n = 363 monolingual German-only learners) was clustered within n = 197 classrooms. Classrooms with higher percentages of DLLs demonstrated slightly lower levels of overall classroom process quality. DLL…
Family Literacy Activities and Their Interplay with Family and Preschool Language Environments
Research Findings : Are family literacy activities linked to gains in preschool-aged dual language learners’ (DLLs’) societal language vocabulary? To understand connections between literacy activities and vocabulary, we separately considered literacy activities in the respective heritage language and in the societal language, German, and accounted for heterogeneity in DLLs’ family and preschool language environment. DLLs (n = 115) were administer…
Longitudinal interrelations between nonword repetition and vocabulary from age three to five
The relation between nonword repetition and vocabulary has been the focus of a theoretical controversy for several decades. The point of contention is whether the ability underlying nonword repetition drives vocabulary growth or vice versa. The present study examines longitudinal interrelations between nonword repetition and vocabulary from age 3 to 5 with random intercept cross-lagged panel models (RI-CLPMs). RI-CLPMs have the advantage of separ…
Do peers matter? Peer effects on young children’s vocabulary gains in German classrooms
Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development
Can early childhood education (ECE) support the societal language development of children from linguistically diverse backgrounds? This study examined how existing variation in classroom interaction quality (CLASS Pre-K), classroom composition (percentages of children from low-income backgrounds and dual language learners [DLLs]), and duration of attending German ECE were related to language trajectories from 30 to 73 months of age (n = 519 child…
Does entering early childhood education as a toddler benefit language and social development until age seven? A propensity score analysis
Patterns of infants’ digital exposure in disadvantaged neighborhoods
The present study examined patterns of digital exposure (frequency, duration, mothers' intentions for exposure, and co-viewing) of 7-month-old infants ( N = 221) from socioeconomically disadvantaged neighborhoods. One half heard another language at home, usually alongside German. Links to family variables were analyzed for the whole sample and to children's later toddler-age societal language vocabulary for a less linguistically diverse subsample…
Psychology (7 works) · Language Development and Disorders (6 works) · Linguistics (6 works) · Developmental psychology (5 works) · Vocabulary (5 works) · Early Childhood Education and Development (4 works) · German (4 works) · Language development (4 works) · Mathematics education (4 works) · Vocabulary development (4 works)