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ERIC Number: EJ933199
Record Type: Journal
Publication Date: 2011-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0033-3085
Attachment Relationships as Predictors of Language Skills for At-Risk Bilingual Preschool Children
Oades-Sese, Geraldine V.; Li, Yibling
Psychology in the Schools, v48 n7 p707-722 Aug 2011
Parental attachment and close teacher-child relationships offer a protective mechanism to promote language development among bilingual preschool children from economically disadvantaged backgrounds. Research has shown that language skills are an integral part of resilience for young children. This is the first study to examine parental acculturation, parent-child attachment, and teacher-child relationships as predictors of English and Spanish oral language skills. Participants consisted of 468 Hispanic American preschool children, aged 3 to 5 years, from low-income families of an urban public school district in the Northeast. Findings suggest that children's relationships with parents and teachers significantly contribute to their bilingual language skills. Higher quality teacher-child relationships were associated with higher levels of language skills over and above quality parental attachments. The implications of the findings are discussed. (Contains 4 tables and 1 footnote.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A