Vocabulary-learning cues used on children’s bilingual programming

References

• American Academy of Pediatrics. (2016). Council on communications and media: Media and young minds. Pediatrics, 138, 5.
   Google Scholar
• Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press.
   Google Scholar
• Bannard, C., & Tomasello, M. (2012). Can we dissociatecontingency learning from social learning in wordacquisition by 24-month-olds? PLoS ONE, 7, e49881.
   Google Scholar
• Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford.
   Google Scholar
• Bloom, P. (2000). How children learn the meanings of words: Learning, development and conceptual change. Cambridge, MA: MIT Press.
   Google Scholar
• Buchanan, L., & Westbury, C. (2001). Characterizing semantic space: Neighborhood effects in word recognition. Psychonomic Bulletin & Review, 8, 531–544.
   Google Scholar
• Carpenter, S. K., & Olson, K. M. (2012). Are pictures good for learning new vocabulary in a foreign language? Only if you think they are not. Journal of Experimental Psychology. Learning, Memory, and Cognition, 38(1), 92.
   Google Scholar
• Casanova, E. M. (2007). Spanish language and Latino ethnicity in children’s television programs. Latino Studies, 5(4), 455–477.
   Google Scholar
• Cespedes, E. M., Gillman, M. W., Kleinman, K., Rifas-Shiman, S. L., Redline, S., & Taveras, E. M. (2014). Television viewing, bedroom television, and sleep duration from infancy to mid-childhood. Pediatrics, 133(5), e1163–e1171.
   Google Scholar
• Coyne, M. D., McCoach, B., & Kapp, S. (2007). Vocabulary intervention for Kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30(2), 74–88.
   Google Scholar
• Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222–251.
   Google Scholar
• Curtin, S., Byers-Heinlein, K., & Werker, J. (2011). Bilingual beginnings as a lens for theory development: PRIMIR in focus. Journal of Phonetics, 39, 492–504. doi:10.1016/j.wocn.2010.12.002
   Google Scholar
• Dotson, W. H., Rasmussen, E. E., Shafer, A., Colwell, M., Densley, R. L., Brewer, A. T., … Martinez, L. A. (2017). Evaluating the ability of the PBS children’s show daniel tiger’s neighborhood to teach skills to two young children with autism spectrum disorder. Behavior Analysis in Practice, 10(1), 67–71.
   Google Scholar
• Ewers, C. A., & Brownson, S. M. (1999). Kindergarteners’ vocabulary acquisition as a function of active vs. Passive storybook reading, prior vocabulary, and working memory. Reading Psychology, 20(1), 11–20.
   Google Scholar
• Farver, J., Lonigan, C., & Eppe, S. (2009). Effective early literacy skill development for young Spanish-Speaking English language learners: An experimental study of two methods, 80, 703–719. doi: 10.1111/j.1467-8624.2009.01292.x
   Google Scholar
• Fisch, S. M. (2009). Educational television and interactive media for children: Effects on academic knowledge, skills, and attitudes. In J. Bryant & M. B. Oliver (Eds.), Media effects: Advances in theory and research (3rd ed.; pp. 402–435). New York, NY: Routledge.
   Google Scholar
• Gerken, L. (2006). Decisions, decisions: Infant language learning when multiple generalizations are possible. Cognition, 98(3), B67– B74.
   Google Scholar
• Gogate, L. J., Bahrick, L. E., & Watson, J. D. (2000). A study of multimodal motherese: The role of temporal synchrony between verbal labels and gestures. Child Development, 71(4), 878–894.
   Google Scholar
• Goodrich, J. M., Lonigan, C. J., & Farver, J. M. (2013). Do early literacy skills in children’s first language promote development of skills in their second language? An experimental evaluation of transfer. Journal of Educational Psychology, 105(2), 414.
   Google Scholar
• Gorely, T., Marshall, S. J., & Biddle, S. J. (2004). Couch kids: Correlates of television viewing among youth. International Journal of Behavioral Medicine, 11, 152–163.
   Google Scholar
• Graves, M. F., August, D., & Mancilla-Martinez, J. (2013). Teaching vocabulary to English language learners. New York, NY: Teachers College Press.
   Google Scholar
• Gutiérrez-Clellen, V., Simon-Cereijido, G., & Restrepo, M. A. (2014). Improving the vocabulary and oral language skills of bilingual Latino preschoolers: An intervention for speech-language pathologists. San Diego, CA: Plural Publishing.
   Google Scholar
• 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(1), 30.
   Google Scholar
• Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39, 1–27.
   Google Scholar
• Hsin, C. T., Li, M. C., & Chin-Chung, T. (2014). The influence of young children’s use of technology on their learning: A review. Journal of Educational Technology & Society, 17(4), 85.
   Google Scholar
• Hudon, T. M., Fennell, C. T., & Hoftyzer, M. (2013). Quality not quantity of television viewing is associated with bilingual toddlers’ vocabulary scores. Infant Behavior and Development, 36(2), 245–254.
   Google Scholar
• Justice, L. M., Schmitt, M. B., Murphy, K. A., Pratt, A., & Biancone, T. (2014). The ‘robustness’ of vocabulary intervention in the public schools: Targets and techniques employed in speech–language therapy. International Journal of Language & Communication Disorders, 49(3), 288–303.
   Google Scholar
• Kirsch, I. S., Jungeblut, A., Jenkins, L., & Kolstad, A. (2002). Adult literacy in America: A first look at the findings of the national adult literacy survey (Stock No. 065-000-00588-3). Washington, DC: U.S. Government Printing Office.
   Google Scholar
• Koolstra, C. M., & Beentjes, J. W. (1999). Children’s vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research and Development, 47(1), 51–60.
   Google Scholar
• Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (2017). The relationship between television exposure and children’s cognition and behaviour: A systematic review. Developmental Review, 44, 19–58.
   Google Scholar
• Larson, A. L., & Rahn, N. L. (2015). Vocabulary instruction on Sesame Street: A content analysis of the word on the street initiative. Language, Speech, and Hearing Services in Schools, 46(3), 207–221.
   Google Scholar
• Leach, L., & Samuel, A. G. (2007). Lexical configuration and lexical engagement: When adults learn new words. Cognitive Psychology, 55, 306–353.
   Google Scholar
• Leacox, L., & Jackson, C. W. (2014). Spanish vocabulary-bridging technology-enhanced instruction for young English language learners’ word learning. Journal of Early Childhood Literacy, 14(2), 175–197.
   Google Scholar
• Lee, M., Shetgiri, R., Barina, A., Tillitski, J., & Flores, G. (2015). Raising bilingual children: A qualitative study of parental attitudes, beliefs, and intended behaviors. Hispanic Journal of Behavioral Sciences, 37(4), 503–521.
   Google Scholar
• Lieven, E. V., Pine, J. M., & Baldwin, G. (1997). Lexically-based learning and early grammatical development. Journal of Child Language, 24(1), 187–219.
   Google Scholar
• Linebarger, D. L., & Kosanic, A. Z. (2001). Summative evaluation of Dora the Explorer: A final report to Nickelodeon television (Part 1: Learning outcomes). Kansas City, KS: Media & Technology Projects.
   Google Scholar
• Linebarger, D. L., & Walker, D. (2005). Infants’ and toddlers’ television viewing and language outcomes. American Behavioral Scientist, 48(5), 624–645.
   Google Scholar
• Linebarger, D. N., Brey, E., Fenstermacher, S., & Barr, R. (2016). What makes preschool educational television educational? A content analysis of literacy, language-promoting, and prosocial preschool programming. In R. Barr & D. N. Linebarger (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development. New York, NY: Springer.
   Google Scholar
• Lund, E., Douglas, W. M., & Schuele, C. M. (2015). Semantic richness and word learning in children with hearing loss who are developing listening and spoken language: A single case design study. Deafness and Education International, 17, 163–175.
   Google Scholar
• Mares, M. L., & Pan, Z. (2013). Effects of Sesame Street: A meta-analysis of children’s learning in 15 countries. Journal of Applied Developmental Psychology, 34(3), 140–151.
   Google Scholar
• Mather, E., & Plunkett, K. (2009). Learning words over time: The role of stimulus repetition in mutual exclusivity. Infancy, 14(1), 60–76.
   Google Scholar
• McGregor, K. K., Sheng, L., & Ball, T. (2007). Complexities of expressive word learning over time. Language, Speech, and Hearing Services in Schools, 38(4), 353–364.
   Google Scholar
• McMurray, B., Horst, J. S., & Samuelson, L. K. (2012). Word learning as the interaction of online referent selection and slow associative learning. Psychological Review, 119, 831–877.
   Google Scholar
• Méndez, L. I., Crais, E. R., Castro, D. C., & Kainz, K. (2015). A culturally and linguistically responsive vocabulary approach for young Latino dual language learners. Journal of Speech, Language, and Hearing Research, 58(1), 93–106.
   Google Scholar
• Miller, J., & Iglesias, A. (2012). Systematic analysis of language transcripts (SALT), research version 2012 [computer software]. Middleton, WI: SALT Software, LLC.
   Google Scholar
• Moran, K. C. (2010). Parents’ perceptions of preschool television: Exploring differences between Spanish-and English-speaking families. Journal of Children and Media, 4(4), 468–483.
   Google Scholar
• Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40, 551–577.
   Google Scholar
• Pexman, P. M., Holyk, G. G., & Monfils, M. H. (2003). Number-of-features effects and semantic processing. Memory & Cognition, 32, 842–855.
   Google Scholar
• Prince, P. (1996). Second Language Vocabulary Learning: The Role of Context versus Translations as a Function of Proficiency. Modern Language Journal, 80, 478–493.
   Google Scholar
• Rasmussen, E. E., Shafer, A., Colwell, M. J., White, S., Punyanunt-Carter, N., Densley, R. L., & Wright, H. (2016). Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development. Journal of Children and Media, 10(4), 443–461.
   Google Scholar
• Reveron, V. (2018, April 1) 5 bilingual TV shows for pre-schoolers. Retrieved from https://www.commonsensemedia.org/blog/5-bilingual-tv-shows-for-preschoolers
   Google Scholar
• Rice, M., & Woodsmall, L. (1988). Lessons from television: Children’s word learning when viewing. Child Development, 59(2), 420–429.
   Google Scholar
• Rice, M. L., Huston, A. C., Truglio, R., & Wright, J. C. (1990). Words from” Sesame Street”: Learning vocabulary while viewing. Developmental Psychology, 26(3), 421.
   Google Scholar
• Sénéchal, M., Lefevre, J. A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96–116.
   Google Scholar
• Siakaluk, P. D., Pexman, P. M., Sears, C. R., Wilson, K., Locheed, K., & Owen, W. J. (2008). The benefits of sensorimotor knowledge: Body–object interaction facilitates semantic processing. Cognitive Science, 32(3), 591–605.
   Google Scholar
• Silverman, R., Crandell, J. D., & Carlis, L. (2013). Read aloud and beyond: The effects of read aloud extension activities on vocabulary in Head Start classrooms. Early Education and Development, 24(2), 98–122.
   Google Scholar
• Silverman, R., & Hines, S. (2009). The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners in pre-kindergarten through second grade. Journal of Educational Psychology, 101(2), 305.
   Google Scholar
• Stoner, J. B., Beck, A. R., Dennis, M., & Parette, H., Jr. (2011). The use of instructional technology in direct vocabulary instruction. Journal of Special Education Technology, 26(3), 35–46.
   Google Scholar
• Thompson, D. A., Matson, P. A., & Ellen, J. M. (2013). Television viewing in low-income Latino children: Variation by ethnic subgroup and English proficiency. Childhood Obesity, 9(1), 22–28.
   Google Scholar
• U.S. Department of Health and Human Services, & U.S. Department of Education. (2016). Policy statement on supporting the development of children who are dual language learners in early childhood programs. Washington, DC: Authors.
   Google Scholar
• Uchikoshi, Y. (2006). English vocabulary development in bilingual kindergarteners: What are the best predictors? Bilingualism: Language and Cognition, 9(1), 33–49.
   Google Scholar
• Ulanoff, S. H., & Pucci, S. L. (1999). Learning words from books: The effects of read-aloud on second language vocabulary acquisition. Bilingual Research Journal, 23(4), 409–422.
   Google Scholar
• Werker, J. F., & Curtin, S. (2005). PRIMIR: A developmental model of speech processing. Language Learning and Development, 1, 197–234.
   Google Scholar
• Williams, N., & Thomas, E. (2017). Exploring minority language input sources as means of supporting the early development of L2 vocabulary and grammar. Applied Psycholinguistics, 38, 855.
   Google Scholar
• Wong, K. M., & Neuman, S. B. (2019). Learning vocabulary on screen: A content analysis of pedagogical supports in educational media programs for dual-language learners. Bilingual Research Journal, 42, 54–72.
   Google Scholar
• Yuan, S., & Fisher, C. (2009). “Really? She blicked the baby?” Two-year-olds learn combinatorial facts about verbs by listening. Psychological Science, 20, 619–626.
   Google Scholar