Academic Journal
Associations between Social Skills, Inattention, and English Vocabulary Skills of Preschool Latinx Dual Language Learners
| العنوان: | Associations between Social Skills, Inattention, and English Vocabulary Skills of Preschool Latinx Dual Language Learners |
|---|---|
| اللغة: | English |
| المؤلفون: | Clayton, Rebecca J., Hein, Sascha, Keller-Margulis, Milena A. (ORCID |
| المصدر: | Journal of Research in Childhood Education. 2022 36(2):219-238. |
| الاتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305G050121 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Preschool Children, Hispanic American Students, Bilingual Education, Second Language Learning, Interpersonal Competence, Attention, Vocabulary Skills, English (Second Language), Verbal Communication, Time Factors (Learning), Intervention, Story Reading, Oral Reading, Language Acquisition |
| DOI: | 10.1080/02568543.2021.1934200 |
| تدمد: | 0256-8543 2150-2641 |
| مستخلص: | It is well documented that early social skills and inattention are linked to the development of children's emergent vocabulary skills; however, the existing literature primarily focuses on White, non-Latinx and/or African American children. Few studies have examined the relationships between these domains with Latinx dual language learners (DLLs) in preschool. The purpose of this study was to fill this gap by examining the association between social skills, inattention, and emergent English vocabulary skills in this understudied population. A secondary analysis of an existing data set investigating the effects of a shared book reading intervention on 274 preschool Latinx DLLs was used. Multilevel analyses indicated that children with higher English receptive vocabulary skills at the beginning of preschool had higher overall social skills and fewer inattention problems midway through preschool. Results also showed that children with higher overall mid-year social skills had higher expressive vocabulary skills at the end of preschool, and children with fewer mid-year inattention problems had higher receptive and expressive vocabulary skills at the end of preschool. These findings suggest that targeting emergent English vocabulary, social skills, and inattentive behaviors is important for academic and social development among preschool Latinx DLLs. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1343717 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0256-8543 2150-2641 |
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| DOI: | 10.1080/02568543.2021.1934200 |