NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1069050
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0009-3920
Bidirectionality in Self-Regulation and Expressive Vocabulary: Comparisons between Monolingual and Dual Language Learners in Preschool
Bohlmann, Natalie L.; Maier, Michelle F.; Palacios, Natalia
Child Development, v86 n4 p1094-1111 Jul-Aug 2015
Significant differences in language and self-regulation skills exist among children when they enter formal schooling. Contributing to these language differences is a growing population of dual language learners (DLLs) in the United States. Given evidence linking self-regulatory processes and language development, this study explored bidirectional associations between English expressive vocabulary and self-regulation skills for monolingual English and DLL preschool children (N = 250) from mixed-income families in Los Angeles. Across three time points, findings provide initial support for bidirectionality between these developing skills for both monolinguals and DLLs. Results provide strong empirical support for vocabulary serving as a leading indicator of self-regulation skills in preschool. Findings also suggest that early self-regulation skills play a particularly important role for vocabulary development.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: California
IES Funded: Yes
Grant or Contract Numbers: R01 HD051498; R305A060021