Evaluating socioeconomic gaps in preschoolers’ vocabulary, syntax and language process skills with the Quick Interactive Language Screener (QUILS)

Levine, Dani; Pace, Amy; Luo, Rufan; Hirsh‐Pasek, Kathy; Golinkoff, Roberta Michnick; Villiers, Jill de; Iglesias, Aquiles; Wilson, Mary S.

doi:10.1016/j.ecresq.2018.11.006

Cited by 64 publications

(50 citation statements)

References 94 publications

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“…These tasks present unique challenges that young children overcome in a variety of ways, ranging from intrinsic attentional and conceptual biases, to sensitivities to linguistic and socio‐pragmatic cues. Recent work by Levine et al (2020) suggests that these more complex processes (measured in the context of a mutual exclusivity task) are as strongly associated with SES as are vocabulary and syntactic knowledge in 3‐ to 5‐year‐olds.…”

Section: Introductionmentioning

confidence: 99%

Early word‐learning skills: A missing link in understanding the vocabulary gap?

Shavlik

Davis‐Kean

Schwab

et al. 2020

Developmental Science

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Socioeconomic status (SES) has been repeatedly linked to the developmental trajectory of vocabulary acquisition in young children. However, the nature of this relationship remains underspecified. In particular, despite an extensive literature documenting young children's reliance on a host of skills and strategies to learn new words, little attention has been paid to whether and how these skills relate to measures of SES and vocabulary acquisition. To evaluate these relationships, we conducted two studies. In Study 1, 205 2.5‐ to 3.5‐year‐old children from widely varying socioeconomic backgrounds were tested on a broad range of word‐learning skills that tap their ability to resolve cases of ambiguous reference and to extend words appropriately. Children's executive functioning and phonological memory skills were also assessed. In Study 2, 77 of those children returned for a follow‐up session several months later, at which time two additional measures of vocabulary were obtained. Using Structural Equation Modeling (SEM) and multivariate regression, we provide evidence of the mediating role of word‐learning skills on the relationship between SES and vocabulary skill over the course of early development.

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Section: Introductionmentioning

confidence: 99%

Early word‐learning skills: A missing link in understanding the vocabulary gap?

Shavlik

Davis‐Kean

Schwab

et al. 2020

Developmental Science

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show abstract

“…However, as there was a lack of participants from low-income families, all the EFL children came from middle- and high-SES families. Because SES is closely related to children’s cognition ( Lawson et al, 2018 ), language ( Levine et al, 2020 ), and brain development ( Farah, 2017 ), the small sample size confines the generalizability of the findings to some extent; future studies with more participants (including a low-SES group) should be conducted. Furthermore, one recent study associated with the bilingual control mechanism has revealed that language control for perception and for production might involve different neural circuitry ( Blanco-Elorrieta and Pylkkänen, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

Effect of Picture-Book Reading With Additive Audio on Bilingual Preschoolers’ Prefrontal Activation: A Naturalistic Functional Near-Infrared Spectroscopy Study

Ding

Zhang

et al. 2020

Front. Psychol.

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Acquiring a second language (L2) has the power to shape cognition and even the function and structure of the brain. Picture-book reading with additive audio (PRA) is a popular and convenient means of providing L2 exposure for non-balanced bilingual children; however, its contribution to bilingual children's brain activity is unclear. This study conducted a rigorous bilingual word comprehension experiment and a naturalistic PRA task to explore the effect of L2 processing on brain activation among English as a foreign language (EFL) preschoolers, using functional near-infrared spectroscopy (fNIRS). We found that the two contexts of comprehending English words and bilingual switching (BS), which impose more cognitive control demands, activated the prefrontal cortex (PFC) more than did the condition of comprehending Chinese words. Furthermore, the effect of PFC activity in the condition of picture-book reading with additive English audio (English PRA) was also found to be greater than in the condition of picture-book reading with additive Chinese audio (Chinese PRA); moreover, the effect was modulated by story difficulty. Finally, a positive correlation was shown between EFL children's English competence and PFC activation through English PRA. This study indicates that the experiences of hearing L2 auditory stories in a picture-book reading activity yielded significant changes to early bilinguals' PFC functional for cognitive control and language processing.

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“…It learns about the basics and processes of forming sentences in a language [1,2]. Grammar does not only discuss about the formation of a sentence [3][4][5]. However, it also discusses about discourses, sentences, clauses, and phrases [6].…”

Section: Introductionmentioning

confidence: 99%

The Use of Edmodo Apps in Flipped Classroom Learning. How is the Students’ Creative Thinking Ability?

Widyaningrum¹,

Hasanudin²,

Fitrianingsih³

et al. 2020

ISI

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The study aims to investigate whether there is an influence of Edmodo apps in flipped classroom learning on the students' creative thinking ability in the course of Indonesian Language and Literature Study. This study is quasy experimental research that was held at the fourth semester students in Class A and Class B of primary teacher education in Universitas PGRI Madiun, Indonesia. Class A is as the experimental class and class B is as the control class. The population is chosen using cluster random sampling technique. This study uses instruments of creative thinking ability test. Techniques in collecting data are observations, documentations, and tests. The instrument is validated using content validation. The normality test uses Lilliefors model because the data is single data. The homogeneity test uses Chi Square formula. Hypothesis is tested using t-test. Based on the result of test decision and observations, it can be concluded that the use of Edmodo apps in flipped classroom learning gives better influence to the students' creative thinking ability in the course of Indonesian Language and Literature Study.

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Evaluating socioeconomic gaps in preschoolers’ vocabulary, syntax and language process skills with the Quick Interactive Language Screener (QUILS)

Cited by 64 publications

References 94 publications

Early word‐learning skills: A missing link in understanding the vocabulary gap?

Early word‐learning skills: A missing link in understanding the vocabulary gap?

Effect of Picture-Book Reading With Additive Audio on Bilingual Preschoolers’ Prefrontal Activation: A Naturalistic Functional Near-Infrared Spectroscopy Study

The Use of Edmodo Apps in Flipped Classroom Learning. How is the Students’ Creative Thinking Ability?

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