The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Pictures and words: Spanish and English vocabulary in classrooms.
Abstract
The current study evaluated the relation between Spanish and English vocabulary. Whereas previously reported correlations have revealed strong differences among types of vocabulary measures used and the ages of the students tested, no prior study had used a multilevel model to control for classroom-level differences, The current study used multiple measures of vocabulary-picture vocabulary and narrative production tasks-in multilevel models of 1,300 Spanish-speaking students in 247 kindergarten and 1st-grade classrooms in English immersion and bilingual transitional programs. The current results highlight the need to separate classroom effects from student effects, since for vocabulary measures, student-level correlations were strongly biased toward zero when classroom-level correlations were opposite in direction from student-level correlations. Most important, the current results support a strong distinction between types of vocabulary measure (e.g., picture vs. narrative) and suggest sizable influence of instruction for questions of bilingual performance.
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Studies into the oral language of bilingual children at preschool and primary school levels show correlations between L1 and L2 ranging from positive over zero to negative.
“studies into the oral language of bilingual children at preschool and primary school levels show correlations between L1 and L2, which range from positive over zero to negative (see reviews by Branum-Martin et al., 2009; Castilla, Restrepo, & Perez-Leroux, 2009; Genesee & Geva, 2006; Sandhofer & Uchikoshi, 2013; Snow & Kim, 2007).”
From Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach (2019) · cites this paper as Branum-Martin et al., 2009
Citations
Cites
Learning Vocabulary in Another Language
Nation, I. S. P. (2001) · Cambridge University Press · doi:10.1017/cbo9781139524759 · Cited by 6,608
Linguistic Interdependence and the Educational Development of Bilingual Children
Cummins, J. (1979) · Review of Educational Research · doi:10.2307/1169960 · Cited by 3,318
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997) · Developmental Psychology · doi:10.1037/0012-1649.33.3.468 · Cited by 1,077
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Sierens, S., Slembrouck, S., Van Gorp, K., Agirdag, O., & Van Avermaet, P. (2019) · Applied Psycholinguistics · doi:10.1017/s0142716419000250 · Cited by 23
Metadata
- Authors
- Branum-Martin, L., Mehta, P. D., Francis, D. J., Foorman, B. R., Cirino, P. T., Miller, J. F., & Iglesias, A.
- Affiliations
- University of Houston (US)
- Florida State University (US)
- University of Wisconsin System (US)
- Temple University (US)
- ORCID
- Venue
- Journal of Educational Psychology
- Published
- 2009-11
- Volume
- 101
- Issue
- 4
- Pages
- 897-911
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1970555446
- Cited by
- 34
- References
- 3
- Citations by year
- 2024: 2 · 2021: 2 · 2020: 3 · 2019: 2 · 2017: 2 · 2016: 3 · 2015: 4 · 2014: 6 · 2013: 1 · 2012: 2
- FWCI
- 5.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development
- US Department of Education (HD39521, R305U010001)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- Spanish-English vocabulary, bilingual children, picture vocabulary, narrative production, classroom effects, multilevel modeling, English immersion, kindergarten, bilingual performance
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