Latine dual language learners' bilingual development in math and cognition: A longitudinal latent profile analysis

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development Pub Date : 2025-06-04 DOI:10.1016/j.cogdev.2025.101584

Matthew E. Foster , Lisa M. López , Shaunacy Sutter , Karen Nylund-Gibson , Dina A.N. Arch

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引用次数: 0

Abstract

This study examined the math and cognitive development of 243 dual language learners (DLLs) who matriculated from Head Start to kindergarten in a state in the Southeastern United States. Dual language profiles were identified using direct measures of their Spanish and English achievement, specifically, W scores from subtests of the Woodcock Johnson Tests of Achievement and the Batería Woodcock Muñoz (third editions) at the end of preschool and beginning and end of kindergarten. This study also examined contextual variables thought to contribute to profile memberships, including socioeconomic status, mother education, home language input, preschool attendance as well as teacher and classroom characteristics. The optimal solution identified three profiles, Average Achievers (n = 123), High Achievers (n = 90), and Emerging Achievers (n = 30). Learners’ W scores indicated that all subgroups improved in cognition and mathematics in English and Spanish. From among contextual variables, there was descriptive information to suggest that hours of teacher professional development for teaching DLLs and years of teacher classroom experience were highest for High Achievers followed by Average Achievers and Emerging Achievers, respectively. Profile comparisons on the covariates and the implications of the findings are discussed.

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拉丁双语学习者在数学和认知方面的双语发展：纵向潜在分析

这项研究调查了243名双语学习者（dll）的数学和认知发展，他们从美国东南部的一个州开始进入幼儿园。通过对他们的西班牙语和英语成绩的直接测量来确定双语概况，特别是在学前班结束和幼儿园开始和结束时，伍德考克约翰逊成就测试和Batería伍德考克Muñoz（第三版）的子测试中的W分数。本研究还检查了被认为有助于档案成员的上下文变量，包括社会经济地位，母亲教育，家庭语言输入，幼儿园出勤率以及教师和课堂特征。最优解决方案确定了三个概况，平均成就者（n = 123），高成就者（n = 90）和新兴成就者（n = 30）。学习者的W分数表明，所有亚组在英语和西班牙语的认知和数学方面都有所提高。从上下文变量中，有描述性信息表明，高成就者的教师专业发展时间和教师课堂经验的年数最高，其次是平均成就者和新兴成就者。讨论了协变量的概况比较和研究结果的含义。

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来源期刊

Cognitive Development Multiple-

CiteScore

3.20

自引率

5.60%

发文量

114

期刊介绍： Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.