A peer-mediated approach to support emergent bilingual preschoolers

Early Childhood Research Quarterly - Tập 58 - Trang 75-86 - 2022
Rachel Wright Karem1,2, Amy Hobek1
1Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, Ohio, USA
2Department of Speech, Language and Hearing Sciences, Indiana University, Bloomington, Indiana, USA

Tài liệu tham khảo

Barber, 2016, Peers as clinicians: Examining the impact of Stay Play Talk on social communication in young preschoolers with autism, Journal of Communication Disorders, 59, 1, 10.1016/j.jcomdis.2015.06.009 Barlow, 1984 Bedrova, 2015, Vygotskian and post-Vygotskian views on children's play, American Journal of Play, 7, 371 Bingham, 2017, 39, 35 Bligh, 2014 Bligh, 2015, Perspectives on the “silent period” for emergent bilinguals in England, Journal of Research in Childhood Education, 29, 259, 10.1080/02568543.2015.1009589 Blum-Kulka, 2014, Say princess”: The challenges and affordances of young Hebrew L2 novices’ interaction with their peers, 169 Brillante, 2017, Teaching emergent bilingual learners with disabilities and challenging behaviors in preschool, Journal of Multilingual Education Research, 7, 5 Byiers, 2012, Single-subject experimental design for evidence-based practice, American Journal of Speech-Language Pathology, 21, 397, 10.1044/1058-0360(2012/11-0036) Calderón, 2010, Professional development: Continuing to understand how to teach children from diverse backgrounds, 415 2011 Chesterfield, 1985, Hoja’s with the H: Spontaneous peer teaching in bilingual classrooms, The Bilingual Review/La Revista Bilingüe, 12, 198 Cohen, 2018, Use of visual supports to increase task independence in students with severe disabilities in inclusive educational settings, Education and Training in Autism and Developmental Disabilities, 53, 84 Cole, 2013, Rompiendo el silencio: Meta-analysis of the effectiveness of peer-mediated learning at improving language outcomes for ELLs, Bilingual Research Journal, 36, 146, 10.1080/15235882.2013.814609 Cummins, 2000, (Vol. 23). Davison, 2017, Language teaching strategies for preschool English learners, Perspectives of the ASHA Special Interest Groups, 2, 170, 10.1044/persp2.SIG1.170 DeMaio, 1984, Establishing communication networks through interactive play: A method for language programming in the clinic setting, Seminars in Speech and Language, 5, 199, 10.1055/s-0028-1085178 English, 1997 Erdemir, 2020, Vocabulary development through peer interactions in early childhood: A case study of an emergent bilingual child in preschool, International Journal of Bilingual Education and Bilingualism, 1 García, 2014, Becoming bilingual and biliterate: Sociolinguistic and sociopolitical considerations, 145 García, 2018 Guiberson, 2020, Introduction to the forum: Innovations in clinical practice for dual language learners, part 2, American Journal of Speech-Language Pathology, 29, 1113, 10.1044/2020_AJSLP-20-00153 Halle, 2014, The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose, Early Childhood Research Quarterly, 29, 734, 10.1016/j.ecresq.2013.12.002 Hammer, 2014, The language and literacy development of young dual language learners: A critical review, Early Childhood Research Quarterly, 29, 715, 10.1016/j.ecresq.2014.05.008 Hughett, 2013, The effects of a buddy skills package on preschool children’s social interactions and play, Topics in Early Childhood Special Education, 32, 246, 10.1177/0271121411424927 Hulsey, 2011, Head start children, families, and programs: Present and past data from FACES. OPRE report 2011-33a, Administration for Children & Families, 1 Katz, 2013, Peer-mediated intervention for preschoolers with ASD implemented in early childhood education settings, Topics Early Child Special Education, 33, 133, 10.1177/0271121413484972 Kennedy, 2005 Kohnert, 2005, Intervention with linguistically diverse preschool children: A focus on developing home language (s), Language, Speech, and Hearing Services in Schools, 36, 251, 10.1044/0161-1461(2005/025) Ledford, 2018, Antecedent social skills interventions for individuals with ASD: What works, for whom, and under what conditions?, Focus on Autism and Other Developmental Disabilities, 33, 3, 10.1177/1088357616634024 Lee, 2018, Tau-U: A quantitative approach for analysis of single-case experimental data in aphasia, American Journal of Speech-Language Pathology, 27, 495, 10.1044/2017_AJSLP-16-0197 McMaster, 2008, Peer-assisted learning strategies: A “Tier 1” approach to promoting English learners’ response to intervention, Exceptional Children, 74, 194, 10.1177/001440290807400204 Milam, 2020, The effects of systematic instruction on preschoolers’ use of Stay-Play-Talk with their peers with social delays, Journal of Early Intervention, 43, 80, 10.1177/1053815119900253 O'Neill, 2011 Paradis, 2011, Individual differences in child English second language acquisition: Comparing child-internal and child-external factors, Linguistic Approaches to Bilingualism, 1, 213, 10.1075/lab.1.3.01par Paradis, 2011 2017 Parker, 2008, An improved effect size for single-case research: Nonoverlap of all pairs, Behavior Therapy, 40, 357, 10.1016/j.beth.2008.10.006 Parker, 2011, Combining nonoverlap and trend for single-case research: Tau-U, Behavior Therapy, 42, 284, 10.1016/j.beth.2010.08.006 Piker, 2013, Understanding influences of play on second language learning: A microethnographic view in one Head Start preschool classroom, Journal of Early Childhood Research, 11, 184, 10.1177/1476718X12466219 Prevoo, 2016, Within-and cross-language relations between oral language proficiency and school outcomes in bilingual children with an immigrant background: A meta-analytical study, Review of Educational Research, 86, 237, 10.3102/0034654315584685 Pustejovsky, 2018, Using response ratios for meta-analyzing single-case designs with behavioral outcomes, Journal of School Psychology, 68, 99, 10.1016/j.jsp.2018.02.003 Pustejovsky, J. E., & Swan, D. M. (2018). Single-case effect size calculator (Version 0.5) Web application. Retrieved from https://jepusto.shinyapps.io/SCD-effect-sizes. Access date is April 10, 2021. Pyle, 2017, Academic effects of peer-mediated interventions with English language learners: A research synthesis, Review of Educational Research, 87, 103, 10.3102/0034654316653663 Richard-Amato, 1992 Rios-Aguilar, C., Gonzalez-Canche, M., & Moll, L. (2010). Implementing Structured English Immersion in Arizona: Benefits, costs, challenges, and opportunities. Retrieved from http://files.eric.ed.gov/fulltext/ED511097.pdf. Access date is April 10, 2021. Roberts, 2014, 29, 22 Robertson, 1997, The influence of peer models on the play scripts of children with specific language impairment, Journal of Speech, Language, and Hearing Research, 40, 49, 10.1044/jslhr.4001.49 Schwartz, 2016, Why do we know Hebrew and they do not know Arabic?’ Children’s meta-linguistic talk in bilingual preschool, International Journal of Bilingual Education and Bilingualism, 19, 668, 10.1080/13670050.2016.1181604 Scruggs, 1994, The utility of the PND statistic: A reply to Allison and Gorman, Behaviour Research and Therapy, 32, 879, 10.1016/0005-7967(94)90169-4 Stanton-Chapman, 2011, Promoting turn-taking skills in preschool children with disabilities: The effects of a peer-based social communication intervention, Early Childhood Research Quarterly, 26, 303, 10.1016/j.ecresq.2010.11.002 Sun, 2015, A multiple case study on the effects of temperamental traits in Chinese preschoolers learning English, International Journal of Bilingualism, 19, 703, 10.1177/1367006914534332 Tabors, 1997 Thomas, 1997 Thomas, 2002 Vygotsky, 1978 Watkins, 2015, A review of peer-mediated social interaction interventions for students with autism in inclusive settings, Journal of Autism and Developmental Disorders, 45, 1070, 10.1007/s10803-014-2264-x Wendel, 2015, Alignment of single-case design (SCD) research with individuals who are deaf or hard of hearing with the What Works Clearinghouse standards for SCD research, Journal of Deaf Studies and Deaf Education, 20, 103, 10.1093/deafed/enu049 Weyer, 2018, Dual – and English-language learners Whiteside, 2017, English language proficiency and early school attainment among children learning English as an additional language, Child development, 88, 812, 10.1111/cdev.12615 Wong, 2015, Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review, Journal of autism and developmental disorders, 45, 1951, 10.1007/s10803-014-2351-z Xu, 2015, Examining the effects of adapted peer tutoring on social and language skills of young English language learners, Early Child Development and Care, 185, 1587, 10.1080/03004430.2015.1011150