Cynthia Core

Biographic Data

ID8985477
NAMECynthia Core
GIVEN NAMESCynthia
FAMILY NAMECore
SIGNATURECORE C
AFFILIATIONSGeorge Washington University
ORCID0000-0001-7084-7520
VERIFIEDYes
TOTAL WORKS7
TOTAL CITATIONS0
AUTHOR COUNT7
EDITOR COUNT0
FIRST PUBLICATION YEAR2008
LATEST PUBLICATION YEAR2025
H-INDEX0

  • Parent language proficiency is a source of variance in CDI scores for bilingual children

    Open AccessCynthia Core, Joanna Pfister et al.ARTICLEInternational Journal of…2025

    We investigated the role of bilingual parents’ language proficiency in their reports of their children’s vocabulary size. Sixty-four Spanish-English bilingual mothers whose L1 was Spanish reported their bilingual children’s English and Spanish vocabularies and 37 monolingual L1 English-speaking mothers reported their monolingual children’s English vocabularies—both using the MacArthur-Bates Communicative Development inventories. Expressive vocabu…

  • Profiles of Minority-Majority Language Proficiency in 5-Year-Olds

    Open AccessErika Hoff, Michelle K TULLOCH et al.ARTICLEChild Development2021

    Children from language minority homes reach school age with variable dual language skills. Cluster analysis identified four bilingual profiles among 126 U.S.-born, 5-year-old Spanish–English bilinguals. The profiles differed on two dimensions: language balance and total language knowledge. Balance varied primarily as a function of indicators of the relative quantity and the quality of their language exposure (amount of home exposure and maternal …

  • Explaining Individual Differences in Trajectories of Simultaneous Bilingual Development: Contributions of Child and Environmental Factors

    Open AccessJustin Lauro, Cynthia Core et al.ARTICLEChild Development2020

    Effects of child and environmental factors in moderating the course of bilingual development were investigated using longitudinal data, from age 2.5 to 5 years, on 126 U.S.-born children with early exposure to Spanish and English. Multilevel models of Spanish and English expressive vocabulary identified children’s phonological memory ability as a significant predictor of both outcomes, while also replicating the effect of the relative amount of l…

  • The quality of child-directed speech depends on the speaker's language proficiency

    Open AccessErika Hoff, Cynthia Core et al.ARTICLEJournal of Child Language2020

    Many children learn language, in part, from the speech of non-native speakers who vary in their language proficiency. To investigate the influence of speaker proficiency on the quality of child-directed speech, 29 mothers who were native English speakers and 31 mothers who were native speakers of Spanish and who reported speaking English to their children on a regular basis were recorded interacting with their two-year-old children in English. Of…

  • Dual language exposure and early bilingual development

    Open AccessErika Hoff, Cynthia Core et al.ARTICLEJournal of Child Language2012

    The extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1 ; 10 to 2 ; 6. The monolingually developing children were significantly more advanced than the bilingually developing children on measures of both vocabulary and grammar in s…

  • Literacy predictors and early reading and spelling skills as a factor of orthography: Cross-linguistic evidence

    Elena Zaretsky, Jelena Kuvač Kraljević et al.ARTICLEWritten Language & Literacy2009

    The majority view of reading development maintains the importance of specific cognitive and linguistic abilities, e.g. phonological awareness (PA) and vocabulary and verbal working memory (VWM). Another factor in attaining literacy may be the language of exposure, e.g. whether it has a transparent or a deep orthography. This study examines the interaction between known predictors for literacy development and the orthography. It focuses on early l…

  • Non-word repetition assesses phonological memory and is related to vocabulary development in 20- to 24-month-olds

    Open AccessErika Hoff, Cynthia Core et al.ARTICLEJournal of Child Language2008

    Two studies test the hypotheses that individual differences in phonological memory among children younger than two years can be assessed using a non-word repetition task (NWR) and that these differences are related to the children's rates of vocabulary development. NWR accuracy, real word repetition accuracy and productive vocabulary were assessed in 15 children between 1 ; 9 and 2 ; 0 in Study 1 and in 21 children between 1 ; 8 and 2 ; 0 in Stud…