G2TT
来源类型Publication
Peer Effects on Children’s Expressive Vocabulary Development Using Conceptual Scoring in Linguistically Diverse Preschools
Sally Atkins-Burnett; Yange Xue; and Nikki Aikens
发表日期2017-03-21
出版者Early Education and Development (published online ahead of print)
出版年2017
语种英语
概述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.",
摘要

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.

URLhttps://www.mathematica.org/our-publications-and-findings/publications/peer-effects-on-childrens-expressive-vocabulary-development-using-conceptual-scoring
来源智库Mathematica Policy Research (United States)
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/488808
推荐引用方式
GB/T 7714
Sally Atkins-Burnett,Yange Xue,and Nikki Aikens. Peer Effects on Children’s Expressive Vocabulary Development Using Conceptual Scoring in Linguistically Diverse Preschools. 2017.
条目包含的文件
条目无相关文件。
个性服务
推荐该条目
保存到收藏夹
导出为Endnote文件
谷歌学术
谷歌学术中相似的文章
[Sally Atkins-Burnett]的文章
[Yange Xue]的文章
[and Nikki Aikens]的文章
百度学术
百度学术中相似的文章
[Sally Atkins-Burnett]的文章
[Yange Xue]的文章
[and Nikki Aikens]的文章
必应学术
必应学术中相似的文章
[Sally Atkins-Burnett]的文章
[Yange Xue]的文章
[and Nikki Aikens]的文章
相关权益政策
暂无数据
收藏/分享

除非特别说明,本系统中所有内容都受版权保护,并保留所有权利。