Peer effects on dual language learners’ English and Spanish receptive vocabulary development
Bibliographic Data
| ID | 12136306 |
|---|---|
| Authors | Elisa B Garcia (0000-0003-3431-2400, SRI International, corresponding author) |
| Year | 2021 |
| Volume | 56 |
| Pages | 180-189 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2021.03.015 |
| OpenAlex | W3158664806 |
| Language | EN |
| Citations received | 5 |
| References cited | 68 |
Class (philosophy · Dual language · Linguistics · Mathematics education · Vocabulary · Vocabulary development · Cognitive and developmental aspects of mathematical skills · Computer Science · Language Development and Disorders · Psychology · Reading and Literacy Development · Artificial Intelligence
How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs’ Vocabulary
Feasibility Study
Peer effects in small-group language instruction
Examining Language Use and Classroom Factors Among Spanish-English Dual Language Learners in Preschool
The Effects of a Science and Social Studies Content Rich Shared Reading Intervention on the Vocabulary Learning of Preschool Dual Language Learners
Promoting the Educational Success of Children and Youth Learning English
Balanced bilingualism and early age of second language acquisition as the underlying mechanisms of a bilingual executive control advantage
Classroom Peer Effects and Student Achievement
Bilingual Effects on Cognitive and Linguistic Development
Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities
Predicting Spanish–English Bilingual Children’s Language Abilities
Peer Effects in Preschool Classrooms
The relation of input factors to lexical learning by bilingual infants
Parental language input patterns and children's bilingual use
Does peer ability affect student achievement?
Peer Effects on Children’s Language Achievement During Pre-Kindergarten
Peer Effects in the Classroom
Do young children have adult syntactic competence?
Language input and child syntax
Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish‐learning children
Hierarchical linear models
The long-term effects of bilingualism on children of immigration
Exposure to English Before and After Entry into Head Start1
Development of first- and second-language vocabulary knowledge among language-minority children
Cognitive and Noncognitive Peer Effects in Early Education
Training early visuo-spatial abilities
The mediating role of classroom quality on peer effects and language gain in pre-kindergarten Ecse classrooms
Production of subject-verb agreement, tense, mood, and negation in Italian agrammatic aphasia
Spanish-Speaking Preschoolers' Early Literacy Development
The role of positive peer interactions and English exposure in Spanish-speaking preschoolers’ English vocabulary and letter-word skills
The classroom language context and English and Spanish vocabulary development among dual language learners attending Head Start
Preliminary evidence for the impact of mixed-income preschools on low-income children's language growth
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
Building vocabulary in two languages
The social–emotional development of dual language learners
Use of the home language in preschool classrooms and first- and second-language development among dual-language learners
Exploring the mechanism through which peer effects operate in preschool classrooms to influence language growth
When learning a second language means losing the first
Predictors and outcomes of early versus later English language proficiency among English language learners
Examining linguistic interactions of dual language learners using the Language Interaction Snapshot (LISn)
Bilingualism and socioemotional well-being
Language Maintenance versus Language of Instruction
Interpreting the early language trajectories of children from low-SES and language minority homes
Early vocabulary growth
Accelerating Mathematics Achievement Using Heterogeneous Grouping
Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District
The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |