English exposure in the home and classroom: Predictions to Spanish-speaking preschoolers' English vocabulary skills

Francisco Palermo, Ariana M. Mikulski, Richard Fabes, Laura Hanish, Carol Martin, Lauren E. Stargel

Research output: Contribution to journalArticlepeer-review

21 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)1163-1187
Number of pages25
JournalApplied Psycholinguistics
Volume35
Issue number6
DOIs
StatePublished - Dec 7 2012

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Language and Linguistics
  • Linguistics and Language
  • Psychology(all)

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