The role of positive peer interactions and English exposure in Spanish-speaking preschoolers' English vocabulary and letter-word skills

Resource Type: Reports & Papers
Author(s): Palermo, Francisco; Mikulski, Ariana M.;
Date Issued: Q4 2014
Description: We examined the extent to which positive interactions with peers and the amount of English exposure received from them during social interactions in the fall of preschool contributed to low-income Spanish-speaking children's (N = 107; [mean] age = 53 months; SD = 4.30 months; 56% boys) English vocabulary and letter-word skills in the spring (controlling for parents' language use, family income, number of English books at home, and children's nonverbal cognitive abilities). We also examined the mediating roles of children's learning behaviors (e.g., attentiveness, independence, initiative, persistence, and participation) and English oral proficiency in the classroom. The association between positive peer interactions and English vocabulary skills was mediated by children's English oral proficiency, whereas the association between positive peer interactions and English letter-word skills was mediated by children's learning behaviors and English oral proficiency. The associations among peer English exposure and children's English vocabulary and letter-word skills were mediated by children's English oral proficiency. There was also evidence of a transactional association between positive peer interactions and children's learning behaviors and between peers' and children's English oral proficiency. The findings highlight the importance of peer experiences in fostering Spanish-speaking preschoolers' English vocabulary and letter-word skills. (author abstract)
show entire record ↓
Funder(s): United States. Department of Health and Human Services
Journal Title: Early Childhood Research Quarterly
Volume Number: 29
Issue Number: 4
Page Range: 625-635
Topics: Children & Child Development > Child Development & School Readiness

Children & Child Development > Children with Special Needs & Special Child Populations > Native Language

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
ISSN: 1873-7706 Online
0885-2006 Paper
Peer Reviewed: yes
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Bilingualism and School Readiness: The Relations of Language Development to Academic Skills, and Social Competence in Spanish-Speaking Head Start Students Administration for Children and Families/OPRE Projects
Naglieri Nonverbal Ability Test, Level A Instruments
Penn Interactive Peer Play Scale Instruments
Woodcock-Johnson III Instruments




More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Cross-language associations and changes in Spanish-speaking preschoolers' English and Spanish academic abilities Reports & Papers
Self-regulation abilities and Spanish-speaking preschoolers' vocabulary and letter-word skills in Spanish and English Reports & Papers
English exposure in the home and classroom: Predictions to Spanish-speaking preschoolers' English vocabulary skills Reports & Papers
Relationship of English-only to young children's social and language skills Fact Sheets & Briefs
Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.