Peer Effects on Children's Expressive Vocabulary Development Using Conceptual Scoring in Linguistically Diverse Preschools

Autor/inn/en	Atkins-Burnett, Sally; Xue, Yange; Aikens, Nikki
Titel	Peer Effects on Children's Expressive Vocabulary Development Using Conceptual Scoring in Linguistically Diverse Preschools
Quelle	In: Early Education and Development, 28 (2017) 7, S.901-920 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atkins-Burnett, Sally)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1295585
Schlagwörter	Peer Influence; Expressive Language; Vocabulary Development; Scoring; Preschool Children; Metropolitan Areas; Correlation; Bilingualism; English (Second Language); Second Language Learning; Language Fluency; Verbal Ability; Interviews; Parent Attitudes; Korean; Spanish; Family Characteristics; Student Characteristics; Immigrants; Statistical Analysis; Gender Differences; Preschool Education; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Bewertung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ballungsraum; Korrelation; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Mündliche Leistung; Interviewing; Interviewtechnik; Elternverhalten; Koreanisch; Spanisch; Immigrant; Immigrantin; Immigranten; Statistische Analyse; Geschlechterkonflikt
Abstract	Research Findings: This study examined associations between the expressive vocabulary of classroom peers and children's own vocabulary knowledge using conceptual scoring in a linguistically diverse sample of 4-year-olds who attended universal preschool programs in a metropolitan area. Higher peer conceptually scored expressive vocabulary was associated with higher conceptually scored expressive vocabulary for all children. The association was stronger for children who were dual language learners (DLLs), such that higher peer ability was associated with stronger growth in conceptually scored expressive vocabulary for DLLs across languages than for children fluent in English. Practice or Policy: This research suggests that policymakers may want to investigate the advantages of setting aside slots in targeted programs for children who have stronger conceptual vocabularies. Administrators should consider conceptual and verbal ability and classroom composition when assigning children to classes. This research also suggests that greater use of intentional pairs or small groups and strategies such as coaching peers in supporting one another's conceptual vocabulary may be particularly important for DLLs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01