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Bidirectionality in Self‐Regulation and Expressive Vocabulary: Comparisons Between Monolingual and Dual Language Learners in Preschool
Author(s) -
Bohlmann Natalie L.,
Maier Michelle F.,
Palacios Natalia
Publication year - 2015
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12375
Subject(s) - psychology , dual language , vocabulary , vocabulary development , language development , language acquisition , linguistics , cognitive psychology , developmental psychology , expressive language , mathematics education , philosophy
Significant differences in language and self‐regulation skills exist among children when they enter formal schooling. Contributing to these language differences is a growing population of dual language learners ( DLL s) in the United States. Given evidence linking self‐regulatory processes and language development, this study explored bidirectional associations between English expressive vocabulary and self‐regulation skills for monolingual English and DLL preschool children ( N = 250) from mixed‐income families in Los Angeles. Across three time points, findings provide initial support for bidirectionality between these developing skills for both monolinguals and DLL s. Results provide strong empirical support for vocabulary serving as a leading indicator of self‐regulation skills in preschool. Findings also suggest that early self‐regulation skills play a particularly important role for vocabulary development.