Lisa M López
Biographic Data
| ID | 5971150 |
|---|---|
| NAME | Lisa M López |
| GIVEN NAMES | Lisa M |
| FAMILY NAME | López |
| SIGNATURE | LÓPEZ L M |
| AFFILIATIONS | University of South Florida |
| ORCID | 0000-0002-0526-4334 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 30 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Evaluating the Joint Occurrence LPA Model
Understanding heterogeneity in a population through mixture modeling offers valuable insights that are not directly observable using traditional analytic approaches. Many social science studies involve a diverse range of participant characteristics, and using a model approach that captures heterogeneity across one or more of these constructs can deepen the understanding of the population. This paper introduces a mixture modeling approach that use…
Examining Language Use and Classroom Factors Among Spanish-English Dual Language Learners in Preschool
Research Findings: This study examined (a) how often dual language learners (DLLs) used Spanish and English when interacting with lead teachers, assistant teachers, and peers in preschool classrooms, and (b) how the number of shared-language peers, the quality of the classroom environment for DLL children, and teachers’ Spanish and English use affected DLLs’ language use. Participants were 241 DLLs from 64 early childhood classrooms. DLLs’ Spanis…
Language Dominance and the School Readiness of Preschool-Age Spanish-English Dual Language Learners
Research Findings: This study examined the early literacy, narrative production, and early math skills of preschool-age Spanish-English dual language learners (DLLs) classified into three groups based on their language dominance at preschool entry (i.e. Spanish-dominant, balanced, and English-dominant) to identify school readiness strengths and areas in need of support when attending preschools where English was the language of instruction. DLLs’…
Latine dual language learners' bilingual development in math and cognition
Exploring Cross‐Domain Relations in Language and Literacy Profiles of Latine Bilingual Language Learners in the U.S
Bilingual children in the United States (U.S.) develop oral language and literacy skills within and across the languages they are engaged in at home, school, and the community with differing levels of proficiency and dominance. Research has considered both language and literacy skills together in determining learner profiles for bilingual children enrolled in U.S. schools. In the current study, latent profile analysis (LPA) was used to conduct se…
Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children
Research Findings: There is limited research regarding socio-emotional development in low-income Latino Dual Language Learner (DLL) children. A total of 14 studies have been identified in a comprehensive review of the literature (Halle et al. 2014). Within these studies the majority have focused on problem behaviors within this population. Through a strength-based lens, the current study examined changes in the development of positive peer intera…
Subgroups within a heterogeneous population
Look who’s talking now
The Language Interaction Snapshot (LISn; Sprachman et al., 2009) was used to measure the quantity and quality of language interactions in English and Spanish in 143 preschool classrooms serving Spanish-speaking dual language learners. Both teachers (n = 112) and assistant teachers (n = 92) were included in analyses with a total of 461 Spanish-speaking children. We report the amount of English and Spanish as well as types of language scaffolding u…
Teacher language quality in preschool classrooms
Are We All Speaking the Same Language? Exploring Language Interactions in the Homes of Young Latino DLLs Living in the U.S
Research Findings: The Latino population within the U.S. is heterogeneous with diversity in education level, country of origin, and English language fluency. Latino children often enter school with limited English language skills. In the current study, we surveyed 448 Latino families of Cuban, Mexican, and Puerto Rican descent regarding their home language use providing an in-depth look at the language interactions within Latino families residing…
Change in language and literacy knowledge for Spanish–English dual language learners at school-entry
Examining language and early numeracy skills in young Latino dual language learners
Preschool teachers’ language and literacy practices with dual language learners
The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and cul…
The validity of interactive peer play competencies for Latino preschool children from low-income households
Predicting Spanish–English Bilingual Children’s Language Abilities
PURPOSE: In this study, the authors investigated factors that affect bilingual children's vocabulary and story recall abilities in their 2 languages. METHOD: Participants included 191 Latino families and their children, who averaged 59 months of age. Data on parental characteristics and children's exposure to and usage of Spanish and English were collected. The authors assessed children's Spanish and English vocabulary and story recall abilities …
Latino Children Attending a Two-Way Immersion Program in the United States
Research on two-way immersion programs has empirically investigated the success of such programs on children's dual-language development. The present study focuses on the language abilities of Latino children attending a Spanish–English differentiated two-way immersion program in the United States. Family dynamics relating to placement in this program is investigated using mixed methods. Parents identified six factors for placing their child in t…
Dual language and literacy development of Spanish-speaking preschool children
The Cross-Language Transfer of Phonological Skills of Hispanic Head Start Children
This article determines the interlanguage relationships between oral language skills and phonological awareness abilities in 100 Spanish-speaking Head Start children learning English. Children's oral language abilities, measured using the pre-Language Assessment Scale 2000, along with their phonological awareness, measured using the Phonological Sensitivity Test, were assessed in both English and Spanish. A hierarchical multiple regression was co…
The Cross-Language Transfer of Phonological Skills of Hispanic Head Start Children
This article determines the interlanguage relationships between oral language skills and phonological awareness abilities in 100 Spanish-speaking Head Start children learning English. Children's oral language abilities, measured using the pre-Language Assessment Scale 2000, along with their phonological awareness, measured using the Phonological Sensitivity Test, were assessed in both English and Spanish. A hierarchical multiple regression was co…
Latino Children Attending a Two-Way Immersion Program in the United States
Research on two-way immersion programs has empirically investigated the success of such programs on children's dual-language development. The present study focuses on the language abilities of Latino children attending a Spanish–English differentiated two-way immersion program in the United States. Family dynamics relating to placement in this program is investigated using mixed methods. Parents identified six factors for placing their child in t…
Change in language and literacy knowledge for Spanish–English dual language learners at school-entry
Examining language and early numeracy skills in young Latino dual language learners
Preschool teachers’ language and literacy practices with dual language learners
The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and cul…
Look who’s talking now
The Language Interaction Snapshot (LISn; Sprachman et al., 2009) was used to measure the quantity and quality of language interactions in English and Spanish in 143 preschool classrooms serving Spanish-speaking dual language learners. Both teachers (n = 112) and assistant teachers (n = 92) were included in analyses with a total of 461 Spanish-speaking children. We report the amount of English and Spanish as well as types of language scaffolding u…
The validity of interactive peer play competencies for Latino preschool children from low-income households
The Cross-Language Transfer of Phonological Skills of Hispanic Head Start Children
This article determines the interlanguage relationships between oral language skills and phonological awareness abilities in 100 Spanish-speaking Head Start children learning English. Children's oral language abilities, measured using the pre-Language Assessment Scale 2000, along with their phonological awareness, measured using the Phonological Sensitivity Test, were assessed in both English and Spanish. A hierarchical multiple regression was co…
Dual language and literacy development of Spanish-speaking preschool children
Latino Children Attending a Two-Way Immersion Program in the United States
Research on two-way immersion programs has empirically investigated the success of such programs on children's dual-language development. The present study focuses on the language abilities of Latino children attending a Spanish–English differentiated two-way immersion program in the United States. Family dynamics relating to placement in this program is investigated using mixed methods. Parents identified six factors for placing their child in t…
Predicting Spanish–English Bilingual Children’s Language Abilities
PURPOSE: In this study, the authors investigated factors that affect bilingual children's vocabulary and story recall abilities in their 2 languages. METHOD: Participants included 191 Latino families and their children, who averaged 59 months of age. Data on parental characteristics and children's exposure to and usage of Spanish and English were collected. The authors assessed children's Spanish and English vocabulary and story recall abilities …
The validity of interactive peer play competencies for Latino preschool children from low-income households
Preschool teachers’ language and literacy practices with dual language learners
The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and cul…
Examining language and early numeracy skills in young Latino dual language learners
Change in language and literacy knowledge for Spanish–English dual language learners at school-entry
Are We All Speaking the Same Language? Exploring Language Interactions in the Homes of Young Latino DLLs Living in the U.S
Research Findings: The Latino population within the U.S. is heterogeneous with diversity in education level, country of origin, and English language fluency. Latino children often enter school with limited English language skills. In the current study, we surveyed 448 Latino families of Cuban, Mexican, and Puerto Rican descent regarding their home language use providing an in-depth look at the language interactions within Latino families residing…
Look who’s talking now
The Language Interaction Snapshot (LISn; Sprachman et al., 2009) was used to measure the quantity and quality of language interactions in English and Spanish in 143 preschool classrooms serving Spanish-speaking dual language learners. Both teachers (n = 112) and assistant teachers (n = 92) were included in analyses with a total of 461 Spanish-speaking children. We report the amount of English and Spanish as well as types of language scaffolding u…
Teacher language quality in preschool classrooms
Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children
Research Findings: There is limited research regarding socio-emotional development in low-income Latino Dual Language Learner (DLL) children. A total of 14 studies have been identified in a comprehensive review of the literature (Halle et al. 2014). Within these studies the majority have focused on problem behaviors within this population. Through a strength-based lens, the current study examined changes in the development of positive peer intera…
Subgroups within a heterogeneous population
Language Dominance and the School Readiness of Preschool-Age Spanish-English Dual Language Learners
Research Findings: This study examined the early literacy, narrative production, and early math skills of preschool-age Spanish-English dual language learners (DLLs) classified into three groups based on their language dominance at preschool entry (i.e. Spanish-dominant, balanced, and English-dominant) to identify school readiness strengths and areas in need of support when attending preschools where English was the language of instruction. DLLs’…
Latine dual language learners' bilingual development in math and cognition
Exploring Cross‐Domain Relations in Language and Literacy Profiles of Latine Bilingual Language Learners in the U.S
Bilingual children in the United States (U.S.) develop oral language and literacy skills within and across the languages they are engaged in at home, school, and the community with differing levels of proficiency and dominance. Research has considered both language and literacy skills together in determining learner profiles for bilingual children enrolled in U.S. schools. In the current study, latent profile analysis (LPA) was used to conduct se…
Evaluating the Joint Occurrence LPA Model
Understanding heterogeneity in a population through mixture modeling offers valuable insights that are not directly observable using traditional analytic approaches. Many social science studies involve a diverse range of participant characteristics, and using a model approach that captures heterogeneity across one or more of these constructs can deepen the understanding of the population. This paper introduces a mixture modeling approach that use…
Examining Language Use and Classroom Factors Among Spanish-English Dual Language Learners in Preschool
Research Findings: This study examined (a) how often dual language learners (DLLs) used Spanish and English when interacting with lead teachers, assistant teachers, and peers in preschool classrooms, and (b) how the number of shared-language peers, the quality of the classroom environment for DLL children, and teachers’ Spanish and English use affected DLLs’ language use. Participants were 241 DLLs from 64 early childhood classrooms. DLLs’ Spanis…
Psychology (16 works) · Developmental psychology (13 works) · Reading and Literacy Development (13 works) · Mathematics education (12 works) · Dual language (11 works) · Pedagogy (11 works) · Linguistics (10 works) · Language Development and Disorders (9 works) · Multilingual Education and Policy (9 works) · Language development (6 works)