Conference Recap: Society for Research in Child Development

March 23-25, 2023

Salt Lake City, UT

Sawyer, B., Gross, Y., Hammer, C.S., Smith, J.C., & Santoro, J. (2023, March 23-25). Parents Plus: Effects of a parent-implemented intervention on children’s language and parent responsivity [Poster session]. Society for Research in Child Development Biennial Meeting, Salt Lake City, UT.

     Nearly 1 million preschoolers in the U.S. have a disability, and the largest percentage (40%) are diagnosed with developmental language disorders (DLD; Hussar et al., 2020). Because early language skills are related to school readiness and later academic success (e.g., Justice et al., 2015), it is imperative that these children receive early intervention. However, logistical barriers often prevent speech-language pathologists from meaningfully involving parents in their preschool children’s services. As such, language learning opportunities are lost. When parents receive training on how to support their preschool children’s language development, children’s language outcomes improve (e.g., Girolametto et al., 2007; Roberts et al., 2019). Additionally, training parents has led to increases in their levels of responsivity with their children (Yoder & Warren, 2002). To provide accessible parent training, we developed Parents Plus, an online intervention which consists of (a) training modules (via an app) that teach parents to use focused stimulation (FS), an evidence-based language stimulation strategy (e.g., Smith-Lock et al., 2013), (b) parent implementation of FS during typical activities; and (c) remote practice-based coaching.

This session addressed two research questions:

1. Do children whose parents use Parents Plus develop more advanced morphosyntactic and vocabulary skills compared to children in the control condition?
2. Are parents who use Parents Plus more responsive to their children compared to parents in the control condition?

     We conducted a randomized-controlled trial where 31 parent-child dyads were randomly assigned to control (n = 15) or intervention (n = 16) conditions. All children had DLD, with a mean age of 48 months (SD: 7.8 months).  At pre-, post-test, and follow-up (3 months after post), children’s language skills were assessed using the Core Language Index of the Clinical Evaluation of Language Fundamentals-P2 (CELF-P2), the Test of Early Grammatical Impairment (TEGI), and play-based conversational language samples. Based on TEGI and language sample data, we created a morphosyntactic composite variable that indicates a child’s percent accuracy of targeted forms (e.g., pronouns, past tense, auxiliary/copula be). Language samples were also coded to calculate the number of different words spoken (NDW), a measure of vocabulary diversity. Additionally, parents and children were recorded playing at these time points. Videos were coded for parents’ responsivity, namely positive regard and sensitivity (1=very low to 7 =very high). No significant differences existed between condition for any variables at pre-test.

     ANCOVA analyses revealed no significant treatment effect for children’s language skills at post-test or follow-up when controlling for pre-test scores, which was not unexpected given the small sample’s lack of power. Yet, effect size estimates uniformly favored Parents Plus over control (with small to large effects). For parent responsivity, we found a significant treatment effect for sensitivity at follow-up when controlling for pre-test scores (F (1, 26) =4.49, p= .046); no significant effects were found for positive regard. In sum, results indicate that Parents Plus is demonstrating promise for improving language outcomes for children with DLD and parent responsivity.

Smith, J.C. & Hammer, C.S. (2023, March 23-25). Exploring subgroups of preschool academic ability: A strengths-based perspective of bilingual development [Poster session]. Society for Research in Child Development Biennial Meeting, Salt Lake City, UT.

     Preschool is a critical period for establishing early academic skills that support children’s literacy and math development (Weiland & Yoshikawa, 2013). Almost a third of U.S. preschoolers are dual language learners (DLL), with the majority (60%) being Spanish-English learners (Park et al., 2018). Research has established that Spanish-English DLLs are a highly heterogeneous population (Park et al., 2018); during preschool their academic development is highly variable and often uneven across skills and languages (Hammer et al., 2014; Oller & Eilers, 2002). Studies that group DLLs into a monolithic population or analyze their abilities in terms of the difference from monolingual norms can perpetuate deficit perspectives of bilingualism and obscure variation that may be consequential for their academic success (Soto-Boykin et al., 2021; Halpin et al., 2021; Escobar & Tamis-Lemonda, 2017). More systematic investigation of variability in academic development within Spanish-English DLLs is needed to shift research towards a strength-based perspective of DLLs and inform linguistically responsive and inclusive educational practices (Marian & Hayakawa, 2020; Espinosa, 2015).
     Latent profile analysis (LPA) is useful for examining variability in academic ability within populations (Ferguson et al., 2020). LPA measures both inter- and intra-individual variation across multiple indicators, which can reveal subgroups based on patterns of characteristics (Vermut & Magidson, 2002; Collins & Lanza, 2010). Previous studies have classified preschool DLLs into several academic profiles with distinct patterns of variability across languages and skills (Halpin et al., 2021; López & Foster, 2021). However, DLLs’ academic profiles have not been studied longitudinally, so it remains unclear whether a child’s profile is indicative of their development over time.
     The current study investigated academic profiles of preschool Spanish-English DLLs and their stability from fall to spring in the year before kindergarten entry. Participants included 354 Latino DLLs with a mean age of 54 months (SD=4.9 months). All children were typically developing with no parent or teacher concerns, received English-only instruction in preschool, and came from low-income homes in which Spanish was a primary language. Two LPAs were conducted to create Fall and Spring profiles using children’s Spanish and English vocabulary, grammar, phonological awareness, letter knowledge, and early numeracy scores. A multiple-group LPA and latent transition analysis (LTA) are underway and will examine changes in profile size, measurement, and children’s profile membership from Fall to Spring.
     Results from the cross-sectional LPAs indicated that the number and characteristics of DLL profiles were similar in the Fall and Spring. At each time point, children fell into four profiles with unique patterns of abilities within and across languages. Preliminary comparisons between Fall and Spring profiles suggested that differences between profiles were generally stable. Within profiles, variability across languages and skills decreased, reflecting an overall decline in Spanish language skills. Results from the multiple-group LPA and LTA will further assess changes in profile structure and composition over time. Implications for early childhood educators and researchers who work with diverse populations were discussed, with a focus on understanding variability within groups and individuals.

Conference Recap: American Educational Research Association

April 13-16 (Chicago, IL)

May 4-5 (Virtual)

Sawyer, B., Hindman, A.H., Hammer, C.S., Santoro, J., & Smith, J.C. (2023, April 13-16). Teaching parents to promote young children's language skills with Parents Plus. In K. Villanueva (Chair), Making meaning from assessment data and teachers' beliefs [Symposium]. American Educational Research Association Annual Meeting, Chicago, IL.

Close to one million preschoolers in the U.S. have a developmental language disorder. Early intervention is critical because early language skills are related to school readiness and later academic success. Parents are commonly an invaluable, untapped resource who want to promote their children’s language development. This session began with an overview of Parents Plus, an iteratively developed online training program for parents to assist children with their language skills. We shared findings from a pilot RCT where we assessed children’s language outcomes at pre-intervention, post-intervention, and follow-up. Although no statistically significant effects were found, children in the Parents Plus condition exhibited greater growth in their morphosyntactic skills (medium effect) and vocabulary skills (large effect) than children in the control condition.  We also found a small effect size on the CELF-P2 Core Language Index. Additionally, we presented findings on the usability and feasibility of Parents Plus. All parents reported that the Parents Plus program, including the app training and coaching components, were useful and feasible. All parents reported using intervention strategies with their children 3 days/week. On average, parents were able to implement the intervention strategies with fidelity by the second week.

Smith, J.C. & Hammer, C.S. (2023, May 5-6). Exploring within-group variation in dual language learners' preschool development and their families' language and literacy practices. In R. Luo (Chair), Dual language learners' language and literacy experiences in culturally and linguistically diverse global contexts [Virtual symposium]. American Educational Research Association Annual Meeting, Chicago, IL.

      Dual language learners (DLL) represent a third of the preschool population, and the majority (60%) of preschool DLLs come from Spanish speaking homes (NCES, 2022). Research has established the critical role that the home environment has in children's early academic development, as well as the substantial heterogeneity in preschool DLLs' Spanish and English experiences in the home (Quiroz et al., 2010; Bohman et al., 2010; Hammer et al., 2014). Understanding variability in children's language and literacy experiences in the home and their relationship to early outcomes in Spanish and English is essential for developing appropriate supports for their academic learning and success.

     This study used latent profile analysis (LPA) to examine patterns of variability in the amount of Spanish and English in the home environments of preschool DLLs. A second LPA was conducted to examine patterns of variability in children's Spanish and English academic skills. The relationship between home environment profiles and child academic outcome profiles was also investigated. Three home environment profiles emerged, characterized by patterns of variability in the amount of language exposure, child language use, and parent-child literacy activities in Spanish, English, or both languages. Four child academic profiles emerged, characterized by patterns of variability between languages and across oral language, early literacy, and early numeracy skills. Home environment profiles were related to children's academic profiles. The findings from this study contribute new insights about the heterogeneity in preschool DLLs' home environments and their academic development in each language.

Linye Jing, Ph.D., is a Postdoctoral Research Fellow in the Developing Language and Literacy Lab at Teachers College, Columbia University. She completed her Ph.D. in Communicative Sciences and Disorders at New York University. Linye's research focuses on bilingual language development and disorders, specifically in the area of syntactic complexity. As a language researcher and a mother of two bilingual children, she is actively involved in community outreach activities that support bilingual children’s language development, educate caregivers and teachers about language disorders and advocate for bilinguals’ rights to communicate in the languages they prefer.

Communication Sciences and Disorders doctoral student, Christine Vail, was named a Bridging the Word Gap (BWG) Emerging Scholar for 2023-2024. She is one of two emerging scholars selected to engage with BWG Research Network Leadership and participate in their national initiative to advance the science of early childhood language development and language-promoting interventions. As BWG Emerging Scholar, Christine will receive mentorship from Dr. Melissa Baralt in preparing her dissertation and advancing her academic career in child language development and education research.

The BWG Emerging Scholars Program is a mentorship program aimed at improving doctoral students' abilities to establish careers in research that focuses on understanding inequities in child language development and identifying effective interventions for promoting language development, enriching children's language learning environments, and improving child language outcomes.

The Bridging the Word Gap (BWG) Research Network is a national consortium of leading researchers, policymakers, practitioners, and funders supported by the Health Resources Services Administration (HRSA)/Maternal and Child Health Bureau (MCHB). The primary goal of the BWG Research Network is to coordinate national research efforts across stakeholder groups to support the academic readiness and outcomes of all children. A key component of the Network is to provide mentorship to promising, early-career scholars who are interested in developing a research agenda centered on ameliorating disparities in child language development.

The DLL Lab will be presenting at two national conferences this Fall 2023. Please find the details of our presentations below.

National Association for the Education of Young Children Annual Conference

November 15-17, 2023

Nashville, TN

Anderson, K., Hindman, A., Hammer, C.S., & Wasik, B. (2023, November 15-17). Strategies for supporting children's vocabulary development through book reading and throughout the day [Conference session]. National Association for the Education of Young Children, Nashville, TN.

Time and Location TBD

Early vocabulary skills are the foundation of literacy development (e.g., Hjetland et al., 2020). Therefore, the early childhood years are a critical time for building the vocabulary knowledge of preschoolers who speak English and those who speak a language other than English (Dual Language Learners, DLLs) (August & Shanahan, 2006). Teachers and assistant teachers can support vocabulary development in the classroom by providing meaningful opportunities for children to learn and use new words (co-presenter et al., 2014). This workshop will train educators to implement evidence-based strategies for building vocabulary in English and when appropriate, children’s home languages.

This session will address the importance of purposefully building young children’s vocabularies and will introduce evidence-based strategies for promoting children’s vocabulary skills. These strategies are part of a research-based professional development program for early childhood teachers and assistant teachers. Specifically, key criteria for selecting themed-based, developmentally appropriate vocabulary words will be presented along with strategies for systematically introducing children to new vocabulary words, which include providing child-friendly definitions, using pictures and props, and engaging children in conversations. Additionally, strategies for integrating vocabulary words throughout the day will be presented. Strategies will also be discussed for supporting the vocabulary development of DLLs in their home language and English and for teachers, assistant teachers, and parents working together to build children’s vocabularies. Throughout the workshop, participants will have opportunities to practice the strategies through activities where they select vocabulary words associated with a theme, develop child-friendly definitions, and create a brief lesson plan.

American Speech-Language and Hearing Association (ASHA) Convention

November 16-18, 2023

Boston, MA

Vail, C., Hammer, C.S., & López, L. (2023, November 16-18). Investigating dual language learners’ use of Spanish and English with peers in preschool [Conference session]. American Speech-Language and Hearing Association Convention, Boston, MA.

Thursday, November 16

2:30-3:00pm, Westin Boston Seaport, Otis (Lobby)

Children spend more time interacting with peers in preschool classrooms than they do teachers (Sawyer et al., 2018). However, little is known about the language interactions that children, especially dual language learners (DLLs), have with peers. This study examined the language used during peer interactions by preschool-aged Spanish-English DLLs. Results revealed that DLLs used significantly less Spanish than English when talking to peers. The frequency with which DLLs used Spanish or English with peers was uniquely predicted by the number of times teachers used Spanish or English, not children’s language dominance or the percentage of DLL classmates. These findings suggest that the language DLLs use for peer communication is affected by the broader classroom language environment shaped by their teachers.

Smith, J.C., Hammer, C.S., & López, L. (2023, November 16-18). Subgroups of bilingual academic development in preschool dual language learners and their implications [Conference session]. American Speech-Language and Hearing Association Convention, Boston, MA.

Thursday, November 16

2:30-3:30pm, Boston Convention & Exhibition Center, 252AB (Level 2)

Linguistically responsive practices are paramount to providing equitable early childhood education for the growing population of dual language learners (DLL). Identifying subgroups of preschool DLLs may help educators tailor academic supports for the diverse strengths and needs of these students. The current study examines the number and type of academic subgroups in preschool Spanish-English DLLs (N=344) over time. Children’s transition between subgroups from fall to spring were also examined. Results suggest there are four subgroups of preschool DLLs characterized by distinct patterns of Spanish and English academic skills. The number and type of subgroups did not change, and children had greater odds of remaining in the same profile over time. Implications for early childhood education practices are discussed. 

Smith, J.C., Hammer, C.S., & López, L. (2023, November 16-18). Variability in the home learning environments of preschool dual language learners [Conference session]. American Speech-Language and Hearing Association Convention, Boston, MA.

Thursday, November 16

4:00-5:00pm, Omni Boston Hotel, Momentum DE (Level 5)

Understanding the home learning environments of preschool children is essential for promoting equitable home-to-school partnerships in early childhood education (McWayne et al., 2022). Identifying subgroups of home learning environments among preschool dual language learners (DLL) may help inform culturally and linguistically responsive practices. The current study explored profiles home learning environments in 262 preschool DLLs and their families using a latent profile analysis (LPA) of children’s Spanish and English language, literacy, and early numeracy interactions in the home. Results suggest there are three profiles of home learning environments that are related to children’s academic development. Practical implications are discussed with a focus on how children's experiences in the home can inform academic supports.