Development and transfer of vocabulary knowledge in Spanish-speaking language minority preschool children

Datos Bibliográficos

ID20366353
AutoresJ Marc Goodrich (0000-0003-1072-8305, Florida State University, autor de correspondencia), Christopher J Lonigan (0000-0001-8173-0723, Florida State University), CHERIE G KLEUVER (Florida State University), JoAnn M Farver (University of Southern California)
Año2016
Volumen43
Número5
Páginas969-992
Fecha de publicación2016-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Child Language (JOURNAL)
Identificadores de la revistaISSN: 0305-0009 • E-ISSN: 1469-7602
EditorialCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s030500091500032x
PMID26235695
OpenAlexW1963006981
IdiomaEN
Citas recibidas14
Referencias citadas23

In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54·51 months, 54·3% male; Sample 2: N = 116, mean age = 60·70 months, 56·0% male) completed measures of receptive, expressive, and definitional vocabulary in their first (L1) and second (L2) languages at two time points approximately 9–12 months apart. We examined whether unique L1 and L2 vocabulary at time 1 predicted later L2 and L1 vocabulary, respectively. Results indicated that unique L1 vocabulary did not predict later L2 vocabulary after controlling for initial L2 vocabulary. An identical pattern of results emerged for L1 vocabulary outcomes. We also examined whether children acquired translational equivalents for words known in one language but not the other. Results indicated that children acquired translational equivalents, providing partial support for the transfer of vocabulary knowledge across languages

Developmental psychology · First language · Linguistics · Vocabulary · Vocabulary development · Child and Animal Learning Development · Language Development and Disorders · Psychology · Reading and Literacy Development