Facilitating Vocabulary Acquisition of Young English Language Learners

Lugo-Neris, Mirza J.; Jackson, Carla Wood; Goldstein, Howard

doi:10.1044/0161-1461(2009/07-0082)

Cited by 155 publications

(109 citation statements)

References 44 publications

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“…Effects of siblings have been demonstrated for both receptive and expressive language. [41][42][43] However, as our sample was linguistically diverse, there is evidence that receptive gains are observed before those of expressive gains in English language learners, 44,45 and receptive and expressive vocabulary are highly correlated (r = 0.83), 46 we examined receptive vocabulary only. All children in the study had a minimum of 1 older sibling.…”

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confidence: 99%

Sibship Size, Sibling Cognitive Sensitivity, and Children’s Receptive Vocabulary

et al. 2014

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WHAT'S KNOWN ON THIS SUBJECT: Sibship size has been negatively associated with children' s language, cognitive, and academic outcomes. This phenomenon is often explained in terms of resource dilution, wherein more children in the home is associated with fewer parental resources allocated to each child. WHAT THIS STUDY ADDS:The current study identifies a moderator of this relationship. Specifically, if children' s next-inage older siblings exhibit high levels of cognitive sensitivity then sibship size is not significantly related to children' s vocabulary. abstract OBJECTIVES:The aim of the current study was to examine the relationship between sibship size and children' s vocabulary as a function of quality of sibling interactions. It was hypothesized that coming from a larger sibship (ie, 3+ children) would be related to lower receptive vocabulary in children. However, we expected this association to be moderated by the level of cognitive sensitivity shown by children' s next-in-age older siblings.METHODS: Data on 385 children (mean age = 3.15 years) and their nextin-age older siblings (mean age = 5.57 years) were collected and included demographic questionnaires, direct testing of children' s receptive vocabulary, and videos of mother-child and sibling interactions. Sibling dyads were taped engaging in a cooperative building task and tapes were coded for the amount of cognitive sensitivity the older sibling exhibited toward the younger sibling.RESULTS: Hierarchical regression analyses were conducted and showed an interaction between sibship size and sibling cognitive sensitivity in the prediction of children' s receptive vocabulary; children exposed to large sibships whose next-in-age older sibling exhibited higher levels of cognitive sensitivity were less likely to show low vocabulary skills when compared with those children exposed to large sibships whose siblings showed lower levels of cognitive sensitivity. CONCLUSIONS:Children who show sensitivity to the cognitive needs of their younger siblings provide a rich environment for language development. The negative impact of large sibships on language development is moderated by the presence of an older sibling who shows high cognitive sensitivity. Pediatrics 2014;133:e394-e401 AUTHORS:

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confidence: 99%

Sibship Size, Sibling Cognitive Sensitivity, and Children’s Receptive Vocabulary

et al. 2014

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“…Proctor et al 2010 found a significant correlation in bilingual reading comprehension scores in children's primary and second languages. Lugo-Neris et al (2010) also found that novel word learning in the L1 (Spanish) led to a positive transfer of vocabulary growth in the L2 (English). Barnett et al (2007) study examining influences of two-way-immersion (TWI), or alternating weeks of immersion of instruction in Spanish and English, as well as monolingual English immersion (EI) on preschoolers' learning concluded that TWI had positive learning effects on DLLs' Spanish receptive vocabulary growth and on DLLs' overall learning and development.…”

Section: Shared Storybook Reading For Dlls; Quantity Quality and Efmentioning

confidence: 90%

“…Although shared storybook reading has also been identified as a valuable approach to promoting DLLs' vocabulary (Lugo-Neris et al 2010), the impact of different shared storybook reading styles has received limited attention in the extant DLL literature. A current early childhood position statement suggests that it is important for immigrant children to become proficient in English but maintain and further develop fluency in their home language (National Association for the Education of Young Children 2009).…”

Section: Shared Storybook Reading For Dlls; Quantity Quality and Efmentioning

confidence: 99%

Shared Storybook Reading in Head Start: Impact of Questioning Styles on the Vocabulary of Hispanic Dual Language Learners

Walsh

Sánchez

Burnham

2015

Early Childhood Educ J

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This study examined various ways of asking questions about target vocabulary words during shared storybook reading with young Hispanic dual language learners enrolled in Head Start. The study examined the demand level and placement of adults' questions during shared storybook reading. The research design incorporated five conditions; namely, adults' (a) low demand and interrupting questions, (b) high demand and interrupting questions, (c) low demand and non-interrupting questions, (d) high demand and non-interrupting questions, and (e) a control. Participants were 57 children with Spanish as the primary language spoken to children in the home with most of their parents identifying as having been born in a Latin American country. The present study suggests that demand level rather than interrupting status accounts for more differences in children's novel vocabulary expressive scores, with children in the high demand group scoring higher than those in the low demand group.

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“…The vocabulary learning studies that only used the second language (L2) (Collins, 2010;Silverman, 2007) to increase vocabulary knowledge in English reported that providing definitions in English of vocabulary words, even when those words were very sophisticated or not central to the plot was helpful to the English word learning of typical ELs. However, the studies that utilized a bilingual approach (Ulanoff & Pucci, 1999;Lugo-Neris et al, 2010;Leacox & Jackson, 2014;Mendez et al, 2015;Roberts, 2008;Restrepo et al, 2013;Tsybina & Eriks-Brophy, 2010) demonstrated that incorporating the L1 into treatment was more effective than only using the L2 in the teaching of vocabulary in English and Spanish to ELs with and without DLD. Furthermore, they all demonstrated that including the L1 does not compromise L2 learning (Roberts, 2008).…”

mentioning

confidence: 99%

“…Interactive storybook reading has been shown to be an effective treatment strategy for ELs with and without DLD in increasing vocabulary knowledge in English and Spanish (Restrepo, Morgan, & Thompson, 2013;Tsybina & Eriks-Brophy, 2010;Collins, 2010;Silverman, 2007;Mendez et al, 2015;Lugo-Neris, Jackson, & Goldstein, 2010;Ulanoff & Pucci, 1999;Roberts, 2008;and Leacox & Jackson, 2014). The teaching of vocabulary to ELs with DLD is important considering that difficulties with word learning is one of the deficits frequently observed in children with DLD (Alt & Plante, 2006;Alt, Plante, & Creusere, 2004;Dollaghan, 1987;Gathercole, 1993;Gray, 2003Gray, , 2004Gray, , 2005Nash & Donaldson, 2005;Rice, Buhr, & Nemeth, 1990;Rice, Oetting, Marquis, Bode, & Pae, 1994) and vocabulary knowledge is a strong predictor of reading success, particularly for ELs with and without DLD (Catts, Fey, Tomblin, & Zhang, 2002;Scarborough, 1998;Restrepo et al, 2013).…”

mentioning

confidence: 99%

Interactive Book Reading to Accelerate Word Learning in Bilingual Children With Developmental Language Disorder: A Preliminary Intervention Approach

Fierro

Storkel

2017

Perspect ASHA SIGs

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This article will describe a bilingual preliminary treatment method currently being utilized in a clinical research study to teach vocabulary to bilingual (Spanish/English) preschool aged (four to six year-old) children with Developmental Language Disorder (DLD). The objective of this treatment method is to advance English vocabulary while supporting the native language abilities of English Learners (ELs). In this bilingual treatment method, Spanish and English are used within the session, which includes the reading of books in English and Spanish and the teaching of vocabulary in English and Spanish.

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Facilitating Vocabulary Acquisition of Young English Language Learners

Cited by 155 publications

References 44 publications

Sibship Size, Sibling Cognitive Sensitivity, and Children’s Receptive Vocabulary

Sibship Size, Sibling Cognitive Sensitivity, and Children’s Receptive Vocabulary

Shared Storybook Reading in Head Start: Impact of Questioning Styles on the Vocabulary of Hispanic Dual Language Learners

Interactive Book Reading to Accelerate Word Learning in Bilingual Children With Developmental Language Disorder: A Preliminary Intervention Approach

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