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Do early literacy skills in children's first language promote development of skills in their second language? An experimental evaluation of transfer.
Open accessAbstract
The purpose of this study was to evaluate the cross-language transfer of the emergent literacy skills of preschoolers who were Spanish-speaking language minority children in the context of an experimental intervention study. Ninety-four children were randomly assigned to either a control condition (High/Scope preschool curriculum) or to receive small-group pull-out instruction (Literacy Express Preschool Curriculum) in English or initially in Spanish and transitioning to English. We examined whether children's initial skills in one language moderated the impact of the intervention on those same skills in the other language at posttest. Results demonstrated that, for children in the English-only intervention condition, initial Spanish receptive vocabulary and elision skills moderated the impact of the intervention on English receptive vocabulary and elision skills at posttest, respectively. For children in the transitional intervention condition, initial English definitional vocabulary and elision skills moderated the impact of the intervention on Spanish definitional vocabulary and elision skills at posttest, respectively. Results for the vocabulary interactions, as well as the elision interaction for the English-only intervention group comparisons, supported the notion of transfer of specific linguistic information across languages. Results for elision interaction for the transitional intervention group comparisons supported language-independent transfer. Implications for the theory of cross-language transfer of emergent literacy skills are discussed.
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Cites
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Sorted by citations
Examining language and early numeracy skills in young Latino dual language learners
Méndez, L. I., Hammer, C. S., Lopez, L. M., & Blair, C. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.02.004 · Cited by 51
Goodrich, J. M., & Namkung, J. M. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.04.006 · Cited by 33
Self-citationSierens, S., Slembrouck, S., Van Gorp, K., Agirdag, O., & Van Avermaet, P. (2019) · Applied Psycholinguistics · doi:10.1017/s0142716419000250 · Cited by 23
Metadata
- Authors
- Goodrich, J. M., Lonigan, C. J., & Farver, J. M.
- Affiliations
- Florida State University (US)
- University of Southern California (US)
- Venue
- Journal of Educational Psychology
- Published
- 2013
- Volume
- 105
- Issue
- 2
- Pages
- 414-426
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- PMC
- PMC3764594
- OpenAlex
- W1986105791
- Cited by
- 91
- References
- 2
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 3 · 2023: 6 · 2022: 7 · 2021: 5 · 2020: 9 · 2019: 6 · 2018: 5 · 2017: 11 · 2016: 7 · 2015: 14 · 2014: 3 · 2013: 3
- FWCI
- 17.00
- Type
- journal article
- Language
- en
- Open access
- green
- europepmc.org
- Locations
- Journal of Educational Psychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Science Foundation (REC-0128970)
- National Institute of Child Health and Human Development (HD060292)
- Institute of Education Sciences (R305B090021)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- cross-language transfer, emergent literacy, early literacy, Spanish-speaking children, language minority children, pull-out instruction, receptive vocabulary, bilingual children, moderating effect
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