Advancing Low-Income English Language Learners' Vocabulary Knowledge in Preschool

• In Event: Roundtable Session 28
  In Roundtable Session: Research in Vocabulary

Abstract

This study considered associations between instructional quality and emotional support in predicting receptive and expressive vocabulary performance for English language learners and native speakers in preschool. Instructional quality, measured as concept development, language modeling, and quality of feedback, and emotional support were assessed using The Classroom Assessment Scoring Systems for Pre-K classrooms. Analyses revealed that language group significantly moderated the association between subscales of instructional quality and vocabulary performance. ELL's vocabulary performance shared a positive association with ratings of classroom quality of feedback and concept development. This effect was non-significant for native speakers. Associations between instructional quality and vocabulary were stronger in classrooms with low to moderate emotional support. Discussion focuses on application of findings to practice in preschool classrooms.

Authors

• Rebecca Dowling, University of Maryland - Baltimore County

• Susan Sonnenschein, University of Maryland - Baltimore County

• Shuyan Sun, University of Maryland - Baltimore County

• Linda Baker, University of Maryland - Baltimore County