Dual Language Abilities of Bilingual Four-Year Olds: Initial Findings from the Early Childhood Study of Language and Literacy Development of Spanish-Speaking Children.

By Patton O. Tabors, M. Páez, L. López. 2003

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Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps (2012, unknown): “Low-SES Latino dual-language learners in prekindergarten and kindergarten programs have lower phonological awareness and letter identification abilities than do monolinguals (Hammer & Miccio, 2006; Hammer, Miccio, & Wagstaff, 2003; Páez et al., 2007; Tabors et al., 2003).”
The Language and Literacy Development of Young Dual Language Learners: A Critical Review (2014, unknown): “Tabors et al. (2003), however, found a small negative relationship between DLL preschoolers’ Spanish and English expressive vocabularies.”
Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children (2009, background): “Indeed, research has documented that English language learners’ receptive and expressive vocabularies lag considerably behind those of their monolingual peers in preschool and kindergarten (Tabors, Paez, & Lopez, 2003 ), with this gap persisting, or even widening, as students grow older (Carlo et a”
Two-way and monolingual English immersion in preschool education: An experimental comparison (2007, background): “This study sought to measure growth comparably in both languages, and we have encountered several limitations that others also have noted (NAEYC, 2005; Pearson, Fernandez, & Oller, 1993; Restrapo & Siverman, 2001; Tabors et al., 2003 ).”