Maria A Restrepo
Dados Biográficos
| ID | 102189 |
|---|---|
| NOME | Maria A Restrepo |
| PRENOMES | Maria A |
| SOBRENOME | Restrepo |
| ASSINATURA | RESTREPO M A |
| AFILIAÇÕES | Arizona State University |
| ORCID | 0000-0001-6210-3759 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 6 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2001 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Drama during story time supports preschoolers’ understanding of story character feeling states
Inference generation, an emerging skill in preschool-aged children, is critical for story comprehension and often requires instruction and practice to develop. Drama-based instruction (DBI) is a promising strategy for supporting preschool students’ inferencing skills, emotion understanding, and overall story comprehension. The current study examined the effects of a DBI story time intervention on preschool students’ recall of story character feel…
Drama-based instruction for young multilingual students with disabilities
Embodied activity enhances young children’s STEM comprehension and vocabulary acquisition
We investigated whether congruent action while reading informational texts about physics improves science, technology, engineering, and math (STEM) vocabulary learning and reading comprehension. Second- and third-grade Spanish-speaking children ( N = 216) were randomly assigned to one of five conditions implementing forms of Embodied-Action or Read-Only no-action conditions. In the three Embodied-Action conditions: (a) children individually read …
A design-based implementation study of a preschool Spanish/English multi-tiered language curriculum / Estudio de implementación basada en el diseño de un currículum preescolar multinivel inglés/españo…
Implementation considerations should be integrated into the iterative development of educational innovations. The purpose of this design-based implementation research (DBIR) was to identify intervention components worthy of revision, examine the feasibility of a video manual and document barriers to the implementation of a multi-tiered dual-language instructional curriculum. Six teachers implemented the curriculum and provided feedback via struct…
Production and comprehension of grammatical gender by Spanish heritage speakers
Objectives: This study investigates (a) the accuracy of Heritage Speakers (HSs) in production and comprehension of Spanish clitic pronouns when compared to monolingual children, (b) the differences in error patterns between groups, and (c) the possible asymmetry in production and comprehension in gender clitics. Methodology: The participants included six groups, a group of Spanish-HS divided into three age groups, PreKinder, 3rd-Grade, and Adults…
The influence of reader and text characteristics on sixth graders' inference making
Background We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods Eleven‐ to 12‐year‐old US monolingual English speakers ( N = 71) and Spanish‐English bilinguals ( N = 81) read narrative and informational expository texts requiring an inference and answered an inference‐tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background k…
Grammatical gender in Spanish child heritage speakers
This study examines grammatical gender (GG) production in young Spanish heritage-speakers (HSs) and the potential effect of the children’s language use and their parents’ input. We compared four and eight-year-old HSs to same-age monolingual children on their gender production. We measured GG production in determiners and adjectives via an elicited production task. HSs’ parents reported children’s time in each language and also completed the elic…
Gesture like a kitten and you won't forget your tale
Reliability and validity evidence for the English and Spanish preschool narrative language measures-listening
Enhancing Question-Asking during Shared Reading in Immigrant Latino Families
Asking questions about a text enhances comprehension whether the questions are self-generated by the reader or asked by another. Previous parent training studies have focused on Latino parents with low-income and low-levels of formal education and have noted that during shared reading, immigrant Latino parents ask few questions. In contrast, we examine shared reading for Latino immigrant parents who are relatively highly educated, specifically in…
Individual differences and language interdependence
The purpose of the current study is to examine language influence in sequential bilinguals. Specifically, this study evaluates whether performance in a first language predicts success in the acquisition of a second language nine months after exposure to the second language begins. Forty-nine Spanish-speaking children attending English-only pre-kindergarten classrooms participated in the study. Children were assessed in Spanish at the beginning of…
Screening for Conduct Disorder in an Adolescent Male Sample from Colombia
This study assessed the validity, reliability, and utility of a screening measure for detecting the signs or symptoms of Conduct Disorder in male adolescents from schools in Medellín, Colombia. A first study examined the differences between 70 male offender adolescents (aged 12-16 years) attending alternative education institutions, and 68 (sex, age, and socioeconomic status (SES)-matched) adolescent controls attending regular schools. A CD check…
Article use in Spanish-speaking children with Specific Language Impairment
The current study analysed article use in Spanish-speaking children with specific language impairment who are learning English as a second language. The SURFACE HYPOTHESIS account of specific language impairment was evaluated in relation to the use of articles in these children. Language samples were obtained from 15 Spanish-speaking children with language impairment and 15 with normal language, ages 5;0 to 7;1, matched by age, gender, and school…
Enhancing Question-Asking during Shared Reading in Immigrant Latino Families
Asking questions about a text enhances comprehension whether the questions are self-generated by the reader or asked by another. Previous parent training studies have focused on Latino parents with low-income and low-levels of formal education and have noted that during shared reading, immigrant Latino parents ask few questions. In contrast, we examine shared reading for Latino immigrant parents who are relatively highly educated, specifically in…
The influence of reader and text characteristics on sixth graders' inference making
Background We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods Eleven‐ to 12‐year‐old US monolingual English speakers ( N = 71) and Spanish‐English bilinguals ( N = 81) read narrative and informational expository texts requiring an inference and answered an inference‐tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background k…
Gesture like a kitten and you won't forget your tale
Reliability and validity evidence for the English and Spanish preschool narrative language measures-listening
Screening for Conduct Disorder in an Adolescent Male Sample from Colombia
This study assessed the validity, reliability, and utility of a screening measure for detecting the signs or symptoms of Conduct Disorder in male adolescents from schools in Medellín, Colombia. A first study examined the differences between 70 male offender adolescents (aged 12-16 years) attending alternative education institutions, and 68 (sex, age, and socioeconomic status (SES)-matched) adolescent controls attending regular schools. A CD check…
Article use in Spanish-speaking children with Specific Language Impairment
The current study analysed article use in Spanish-speaking children with specific language impairment who are learning English as a second language. The SURFACE HYPOTHESIS account of specific language impairment was evaluated in relation to the use of articles in these children. Language samples were obtained from 15 Spanish-speaking children with language impairment and 15 with normal language, ages 5;0 to 7;1, matched by age, gender, and school…
Screening for Conduct Disorder in an Adolescent Male Sample from Colombia
This study assessed the validity, reliability, and utility of a screening measure for detecting the signs or symptoms of Conduct Disorder in male adolescents from schools in Medellín, Colombia. A first study examined the differences between 70 male offender adolescents (aged 12-16 years) attending alternative education institutions, and 68 (sex, age, and socioeconomic status (SES)-matched) adolescent controls attending regular schools. A CD check…
Individual differences and language interdependence
The purpose of the current study is to examine language influence in sequential bilinguals. Specifically, this study evaluates whether performance in a first language predicts success in the acquisition of a second language nine months after exposure to the second language begins. Forty-nine Spanish-speaking children attending English-only pre-kindergarten classrooms participated in the study. Children were assessed in Spanish at the beginning of…
Enhancing Question-Asking during Shared Reading in Immigrant Latino Families
Asking questions about a text enhances comprehension whether the questions are self-generated by the reader or asked by another. Previous parent training studies have focused on Latino parents with low-income and low-levels of formal education and have noted that during shared reading, immigrant Latino parents ask few questions. In contrast, we examine shared reading for Latino immigrant parents who are relatively highly educated, specifically in…
Grammatical gender in Spanish child heritage speakers
This study examines grammatical gender (GG) production in young Spanish heritage-speakers (HSs) and the potential effect of the children’s language use and their parents’ input. We compared four and eight-year-old HSs to same-age monolingual children on their gender production. We measured GG production in determiners and adjectives via an elicited production task. HSs’ parents reported children’s time in each language and also completed the elic…
Gesture like a kitten and you won't forget your tale
Reliability and validity evidence for the English and Spanish preschool narrative language measures-listening
A design-based implementation study of a preschool Spanish/English multi-tiered language curriculum / Estudio de implementación basada en el diseño de un currículum preescolar multinivel inglés/españo…
Implementation considerations should be integrated into the iterative development of educational innovations. The purpose of this design-based implementation research (DBIR) was to identify intervention components worthy of revision, examine the feasibility of a video manual and document barriers to the implementation of a multi-tiered dual-language instructional curriculum. Six teachers implemented the curriculum and provided feedback via struct…
Production and comprehension of grammatical gender by Spanish heritage speakers
Objectives: This study investigates (a) the accuracy of Heritage Speakers (HSs) in production and comprehension of Spanish clitic pronouns when compared to monolingual children, (b) the differences in error patterns between groups, and (c) the possible asymmetry in production and comprehension in gender clitics. Methodology: The participants included six groups, a group of Spanish-HS divided into three age groups, PreKinder, 3rd-Grade, and Adults…
The influence of reader and text characteristics on sixth graders' inference making
Background We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods Eleven‐ to 12‐year‐old US monolingual English speakers ( N = 71) and Spanish‐English bilinguals ( N = 81) read narrative and informational expository texts requiring an inference and answered an inference‐tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background k…
Embodied activity enhances young children’s STEM comprehension and vocabulary acquisition
We investigated whether congruent action while reading informational texts about physics improves science, technology, engineering, and math (STEM) vocabulary learning and reading comprehension. Second- and third-grade Spanish-speaking children ( N = 216) were randomly assigned to one of five conditions implementing forms of Embodied-Action or Read-Only no-action conditions. In the three Embodied-Action conditions: (a) children individually read …
Drama during story time supports preschoolers’ understanding of story character feeling states
Inference generation, an emerging skill in preschool-aged children, is critical for story comprehension and often requires instruction and practice to develop. Drama-based instruction (DBI) is a promising strategy for supporting preschool students’ inferencing skills, emotion understanding, and overall story comprehension. The current study examined the effects of a DBI story time intervention on preschool students’ recall of story character feel…
Drama-based instruction for young multilingual students with disabilities
Psychology (12 obras) · Linguistics (9 obras) · Reading and Literacy Development (7 obras) · Developmental psychology (6 obras) · Language Development and Disorders (6 obras) · Mathematics education (5 obras) · Comprehension (4 obras) · Computer Science (4 obras) · Art (3 obras) · Language acquisition (3 obras)