TY - JOUR
T1 - English exposure in the home and classroom
T2 - Predictions to Spanish-speaking preschoolers' English vocabulary skills
AU - Palermo, Francisco
AU - Mikulski, Ariana M.
AU - Fabes, Richard
AU - Hanish, Laura
AU - Martin, Carol
AU - Stargel, Lauren E.
PY - 2012/12/7
Y1 - 2012/12/7
N2 - This study examined the combined and unique contributions of home, teacher, and peer English exposure levels on Spanish-speaking preschoolers' (N = 107) English receptive and expressive vocabulary skills. The combined levels of English exposure during the fall of preschool were positively associated with children's English receptive and expressive vocabulary skills in the spring. Furthermore, English exposure levels at home were uniquely and positively associated with children's English receptive and expressive vocabularies, whereas peer English exposure levels were uniquely and positively associated with children's English expressive vocabulary. Teachers' English exposure levels were not uniquely associated with children's English vocabulary. The findings highlight the importance of the home environment and peer experiences in the classroom for maximizing Spanish-speaking children's early English vocabulary skills.
AB - This study examined the combined and unique contributions of home, teacher, and peer English exposure levels on Spanish-speaking preschoolers' (N = 107) English receptive and expressive vocabulary skills. The combined levels of English exposure during the fall of preschool were positively associated with children's English receptive and expressive vocabulary skills in the spring. Furthermore, English exposure levels at home were uniquely and positively associated with children's English receptive and expressive vocabularies, whereas peer English exposure levels were uniquely and positively associated with children's English expressive vocabulary. Teachers' English exposure levels were not uniquely associated with children's English vocabulary. The findings highlight the importance of the home environment and peer experiences in the classroom for maximizing Spanish-speaking children's early English vocabulary skills.
UR - http://www.scopus.com/inward/record.url?scp=84914160503&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84914160503&partnerID=8YFLogxK
U2 - 10.1017/S0142716412000732
DO - 10.1017/S0142716412000732
M3 - Article
AN - SCOPUS:84914160503
VL - 35
SP - 1163
EP - 1187
JO - Applied Psycholinguistics
JF - Applied Psycholinguistics
SN - 0142-7164
IS - 6
ER -