1,456
Views
5
CrossRef citations to date
0
Altmetric
Original Articles

Development of early English language and literacy skills among Spanish-speaking children: does preschool make a difference?

, , , &
Pages 537-552 | Received 22 Mar 2013, Accepted 24 Apr 2013, Published online: 20 Jun 2013

References

  • Anthony, J. L., Solari, E. J., Williams, J. M., Schoger, K. D., Zhou, Z., Branum.-Martin, L., & Francis, D. J. (2009). Development of bilingual phonological awareness in Spanish-speaking English language learners: The roles of vocabulary, letter knowledge, and prior phonological awareness. Scientific Studies of Reading, 13, 535–564. doi: 10.1080/10888430903034770
  • Assel, M. A., Landry, S. H., Swank, P. R., & Gunnewig, S. (2007). An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten. Reading and Writing, 20(5), 463–494. doi: 10.1007/s11145-006-9039-5
  • Bialystok, E. (1997). Effects of bilingualism and biliteracy on children's emerging concepts of print. Developmental Psychology, 33, 429–440. doi: 10.1037/0012-1649.33.3.429
  • Bialystok, E., Luk, G., & Kwan, E. (2005). Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9, 43–61. doi: 10.1207/s1532799xssr0901_4
  • Christie, J., Roskos, K., Vukelich, C., & Han, M. (2003). The effects of a well-designed literacy program on young children's language and literacy development. In Head Start Bureau (Ed.), The first eight years – Pathways to the future: Implications for research, policy, and practice (pp. 447–448). New York: Mailman School of Public Health, Columbia University.
  • Dunn, L. M., & Dunn, D. M. (2007). PPVT-4: Peabody picture vocabulary test. Minneapolis, MN: Pearson Assessments.
  • Durgunoglu, A. Y. (1998). Repetition, semantic priming and stimulus quality: Implications for the interactive-compensatory reading model. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 597–604.
  • Farver, J. M., Lonigan, C. J., & Eppe, S. (2009). Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods. Child Development, 80, 703–719. doi: 10.1111/j.1467-8624.2009.01292.x
  • Frede, E. C., & García, E. E. (2010). A policy and research agenda for teaching young English language learners. In E. García & E. Frede (Eds.), Young English language learners: Current research and emerging directions for practice and policy (pp. 59–79). New York: Teachers College Press.
  • Fry, R. (2008). The role of schools in the English language learner achievement gap. Washington, DC: Pew Hispanic Center. Retrieved from http://pewhispanic.org/reports/report.php?ReportID=89
  • Genesee, F. (2010). Dual language development in preschool children. In E. García & E. Frede (Eds.), Young English language learners: Current research and emerging directions for practice and policy (pp. 59–79). New York: Teachers College Press.
  • Hammer, C. S., Jia, G., & Uchikoshi, Y. (2011). Language and literacy development of dual language learners growing up in the United States: A call for research. Child Perspectives, 5, 4–9. doi: 10.1111/j.1750-8606.2010.00140.x
  • Hammer, C. S., Lawrence, F. R., & Miccio, A. W. (2007). Bilingual children's abilities and early reading outcomes in head start and kindergarten. Language, Speech, and Hearing Services in Schools, 38, 237–248. doi: 10.1044/0161-1461(2007/025)
  • Hammer, C. S., Lawrence, F. R., & Miccio, A. W. (2008). Exposure to English before and after entry into head start: Bilingual children's receptive language growth in Spanish and English. International Journal of Bilingual Education and Bilingualism, 11, 30–56. doi: 10.2167/beb376.0
  • Han, M., Moore, N., Vukelich, C., & Buell, M. (2010). Does play make a difference?: How play intervention affects the vocabulary learning of at-risk preschoolers. American Journal of Play, 3(1), 82–105.
  • Hubbs-Tait, L., Culp, L., McDonald, A., Huey, E., Culp, R., Starost, H., & Hare, C. (2002). Relation of head start attendance to children's cognitive and social outcomes: Moderation by family risk. Early Childhood Research Quarterly, 17, 539–558. doi: 10.1016/S0885-2006(02)00189-8
  • Invernizzi, M., Meier, J., Swank, L., & Juel, C. (2001). Phonological awareness literacy screening (PALS-K). Charlottesville, VA: The Virginia State Department of Education and The University of Virginia.
  • Lesaux, N. K., & Geva, E. (2006). Synthesis: Development of literacy in language-minority students. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth (pp. 53–74). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Lonigan, C. J., Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2007). TOPEL: Test of preschool early literacy. Austin, TX: Pro-Ed.
  • McCardle, P., Mele-McCarthy, J., Cutting, L., Leos, K., & D'Emilio, T. (2005). Learning disabilities in English language learners: Identifying the issues. Learning Disabilities Research & Practice, 20, 1–5. doi: 10.1111/j.1540-5826.2005.00114.x
  • Páez, M. M., & Rinaldi, C. (2006). Predicting English word reading skills for Spanish-speaking students in first grade. Top Language Disorders, 26, 338–350. doi: 10.1097/00011363-200610000-00006
  • Páez, M. M., Tabors, P. O., & López, L. M. (2007). Dual language and literacy development of Spanish-speaking preschool children. Journal of Applied Developmental Psychology, 28, 85–102. doi: 10.1016/j.appdev.2006.12.007
  • Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage.
  • Shanahan, T., & Lonigan, C. J. (2010). The national early literacy panel: A summary of the process and the report. Educational Researcher, 39, 279–285. doi: 10.3102/0013189X10369172
  • Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
  • Snow, C. E., & Tabors, P. O. (1993). Language skills that relate to literacy development. In B. Spodek & O. Saracho (Eds.), Yearbook in early childhood education (vol. 4, pp. 1–20). New York: Teachers College Press.
  • Uchikoshi, Y. (2006). English vocabulary development in bilingual kindergarteners. What are the best predictors?. Bilingualism: Language and Cognition, 9, 33–49. doi: 10.1017/S1366728905002361
  • Umbel, V. M., Pearson, B. Z., Fernández, M. C., & Oller, D. K. (1992). Measuring bilingual children's receptive vocabularies. Child Development, 63, 1012–1020. doi: 10.2307/1131250
  • U.S. Department of Education. (2009, March). Early reading first fact sheet. Retrieved from http://www2.ed.gov/programs/earlyreading/resources.html
  • Vukelich, C., Han, M., Buell, M., & Moore, M. (2009). Tutoring: A value-added way to support Head Start preschoolers' language and early reading development. NHSA DIALOG: A Research to Practice Journal for the Early Intervention Field, 12, 192–210. doi: 10.1080/15240750903075271
  • Wright Group/McGraw-Hill. (2002). Doors to discovery. Bothell, WA: McGraw-Hill:

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.