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dc.creatorPalermo, Francisco
dc.creatorMikulsk, Ariana M.
dc.creatorConejo Bolaños, Luis Diego
dc.date.accessioned2019-08-29T16:04:30Z
dc.date.available2019-08-29T16:04:30Z
dc.date.issued2016
dc.identifier.citationhttps://www.tandfonline.com/doi/full/10.1080/10409289.2016.1197670?scroll=top&needAccess=true
dc.identifier.issn1556-6935
dc.identifier.issn1040-9289
dc.identifier.urihttps://hdl.handle.net/10669/78925
dc.description.abstractResearch Findings: This study examined the heterogeneity in Spanish-speaking children's (N = 117; M age = 53 months; SD = 5 months; 57% boys) vocabulary and letter-word skills in English and Spanish after one year of preschool and the extent to which early self-regulation abilities (i.e., executive function and effortful control) were associated with that variability. Data were gathered via teacher and parent surveys and standardized assessments. Three distinct profiles of Spanish-speaking preschoolers were identified using cluster analysis. One group exhibited high levels of Spanish and English vocabulary and letter-word skills (a.k.a. high-balanced bilinguals). The other two groups exhibited predominantly Spanish or English vocabulary and letter-word skills (a.k.a. Spanish- or English-dominant). Multinomial logistic regression analyses (controlling for children's nonverbal cognitive ability) revealed that effortful control skills enhanced children's probability of being classified as high-balanced bilinguals versus Spanishdominant; however, this was evident only for the children whose parents reported speaking exclusively Spanish at home. Executive function abilities appeared to be unrelated to preschoolers' bilingual classification, and thus their English vocabulary and letter-word skills. Practice or Policy: The findings have implications for early education programs working to increase the school readiness of Spanish-speaking children by highlighting the key role that effortful control may play in supporting their learning of English skills, particularly for those whose parents speak exclusively Spanish at home.es_ES
dc.description.sponsorshipHealth and Human Services/[90YF0062]/HHS/Estados Unidoses_ES
dc.language.isoen_USes_ES
dc.sourceEarly Education and Development; vol.28(2), pp.207-223es_ES
dc.subjectTeaching and traininges_ES
dc.subjectLanguage of instructiones_ES
dc.subjectBilingual educationes_ES
dc.subjectLearninges_ES
dc.subjectEarly childhood educationes_ES
dc.titleSelf-Regulation Abilities and Spanish-Speaking Preschoolers’ Vocabulary and Letter-Word Skills in Spanish and Englishes_ES
dc.typeartículo científico
dc.identifier.doi10.1080/10409289.2016.1197670
dc.description.procedenceUCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias de la Salud::Centro de Investigación en Neurociencias (CIN)es_ES
dc.description.procedenceUCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Sociales::Instituto de Investigaciones Psicológicas (IIP)es_ES


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