Differential item functioning analysis of the Preschool Language Scale–4 between English-speaking Hispanic and European American children from low-income families
A differential item functioning analysis of the Preschool Language Scale-4 to identify possible bias, including overall scores and the Expressive and Auditory subscales, based on a study of 440 3-5 year old children enrolled in Head Start programs including English-speaking Hispanic and European American children from low-income families
Reports & Papers
Early educational opportunities for children of Hispanic origins
A discussion, with commentaries, of the demographic characteristics of, unique linguistic profile of, and empirical evidence supporting certain interventions for three- to eight-year-old Hispanic children, with policy recommendations for improving educational opportunities for these children
Other
Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods
An investigation of the effect of the Literacy Express Preschool Curriculum on the acquisition of emergent literacy skills by Spanish-speaking preschool children, based on a study of three groups of English language learners (ELL) from 10 Head Start classrooms in California where 32 children received the regular curriculum, 31 children received the intervention in English-only, and 31 children received the intervention in Spanish transitioning to English
Reports & Papers
The effect of maternal language on bilingual children's vocabulary and emergent literacy development during Head Start and kindergarten
An examination of the relationships between maternal English and Spanish language use and both vocabulary and emergent literacy development over 2 years in Head Start and kindergarten, and an examination of differences by child gender, based on data from 72 mothers and their bilingual children in English immersion programs
Reports & Papers
The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners inpre-Kindergarten through second grade
A comparison of the effects of traditional and multimedia-enhanced read-aloud vocabulary instruction on 85 English Language Learning or Non-Enlgish Language Learning children prekindergarten through second grade
Reports & Papers
El alfabetismo y las familias latinas: A critical perspective on the literacy values and practices of Latino families with young children
An examination of parents' perceptions around literacy development, their beliefs and values about literacy and school readiness, and forms of literacy-related practices in which parents and other family members engage with their young children, based on interviews with 37 primarily Latino parents with young children, many of whom were English-language learners, attending well-child visits at one of three clinics which were either participants or non-participants in the pediatric-based early literacy promotion program called Reach Out and Read (ROR)
Reports & Papers
English language learners in the State of Maine: Early education policy that can make a difference
A description of lessons learned from an Early Reading First Program in Portland, which enhanced the school-readiness of preschool English Language Learner children
Other
Implementation and evaluation of an early foreign language learning project in kindergarten
A discussion of the implementation and evaluation of a game based early English language learning intervention in two Greek State Kindergarten classrooms
Reports & Papers
Integrating teaching practice with developmental norms: The case of phonological teaching in L2
A discussion of the opportunities for young children to develop their second-language phonological skills at the age of kindergarten, and ideas for embedding English second-language phonological training in kindergarten instruction in the Hong Kong context
Other
Measuring growth in bilingual and monolingual children's English productive vocabulary development: The utility of combining parent and teacher report
A comparison of vocabulary development and word acquisition skills between monolingual and bilingual children, and a discussion of methods to assess vocabulary development in young children, based on a sample of 85 low income English- and Spanish- and English-speaking children who attend Head Start programs in New England
Reports & Papers
Novel word learning of preschoolers enrolled in Head Start regular and bilingual classrooms: Impact of adult vocabulary noneliciting questions during shared storybook reading
An examination of the effect of eliciting and noneliciting questions during shared storybook reading on children's expressive and receptive knowledge of target words and on two measures of vocabulary with 45 children enrolled in monolingual Head Start classrooms and an examination of the effect of eliciting and noneliciting questions during storybook reading and parental home language use on expressive and receptive Spanish and English vocabulary of 28 children enrolled in English-Spanish bilingual Head Start classrooms
Reports & Papers
Recommendations for working effectively with dual language learners and their families
Recommendations of best practices for early childhood programs to support dual language learners (DLL), based on findings from a needs assessment of DLL in Head Start programs in Missouri
Fact Sheets & Briefs
[Review of the book Multilingual learning: Stories from schools and communities in Britain]
A review of a compilation of six case studies of experiences of language and learning among groups of multilingual children in Britain
Book Reviews
Supporting teachers in assessing the language and literacy skills of preschool English language learners
An 8 week action research project to pilot the Desired Results Developmental Profile-Revised 2 (DRDP-R2) assessment as a measure of the development and improvement of language skills of 212 preschool and kindergarten children, predominantly English language learners, based on field notes, document analysis, classroom observations and interviews with administrators, teachers, and experts
Reports & Papers
Using static and dynamic measures to estimate reading difficulty for Hispanic children
An investigation of the validity of static and dynamic measures of English reading ability with a sample of bilingual Hispanic children followed longitudinally prior to kindergarten through first grade from 63 assessments and parent or guardian interviews from two Utah schools
Reports & Papers
Weaving transnational feminist(s) methodologies: (Re)examining early childhood linguistic diversity training and research
A transnational feminist critique of a linguistic diversity training project for prekindergarten teachers
Other
Young dual language learners: A Key Topic Resource List
A compilation of selected Research Connections resources focused on language and literacy interventions, teaching strategies, and assessments for English language learners (ELLs), including a summary of issues addressed in the literature, and a listing of resources in the areas of: language and literacy development of young ELLs, involvment of families who speak English as a second language, teacher characteristics & interactions with young ELLs, interventions and assessments with young ELLs, and policy and practice considerations for serving young ELLs
Bibliographies
Young Hispanic children: Boosting opportunities for learning
A summary of a discussion of the demographic characteristics of, unique linguistic profile of, and empirical evidence supporting certain interventions for three- to eight-year-old Hispanic children, with policy recommendations for improving educational opportunities for these children
Fact Sheets & Briefs
