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dc.contributor.advisorPalermo, Francisco
dc.contributor.authorStargel, Lauren E.
dc.contributor.committeememberBarrett, Karen
dc.contributor.committeememberBundy-Fazioli, Kim
dc.date.accessioned2007-01-03T08:10:26Z
dc.date.available2007-01-03T08:10:26Z
dc.date.issued2012
dc.description2012 Summer.
dc.descriptionIncludes bibliographical references.
dc.description.abstractThis study examined the bi-directional association between Spanish-speaking preschoolers' (N = 137) English use tendencies and vocabulary skills and the quality of the student-teacher relationship (e.g., close, conflictive, and dependent). Results revealed that children who began preschool in the fall with high English expressive vocabulary skills and a high tendency to use English were more likely to develop close relationships with their teachers the following spring. Further, children with dependent relationships with their teachers in the fall of preschool were more likely to exhibit low English receptive vocabulary skills in the spring. These findings highlight the importance of Spanish-speaking children's English oral proficiency upon school entrance for the development of positive student-teacher relationships, which might be one avenue to foster their school achievement and help close the academic performance gap between Spanish-speaking students and monolingual English speaking peers.
dc.format.mediumborn digital
dc.format.mediummasters theses
dc.identifierStargel_colostate_0053N_11137.pdf
dc.identifierETDF2012500185HDFS
dc.identifier.urihttp://hdl.handle.net/10217/67905
dc.languageEnglish
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019 - CSU Theses and Dissertations
dc.rightsCopyright of the original work is retained by the author.
dc.subjectearly education
dc.subjectEnglish language development
dc.subjectEnglish language learners
dc.subjectpreschool
dc.subjectSpanish-speaking
dc.subjectstudent-teacher relationship quality
dc.titleBi-directional association between Spanish-speaking preschoolers' English oral proficiency and student-teacher relationship qualities, The
dc.typeText
dcterms.rights.dplaThe copyright and related rights status of this Item has not been evaluated (https://rightsstatements.org/vocab/CNE/1.0/). Please refer to the organization that has made the Item available for more information.
thesis.degree.disciplineHuman Development and Family Studies
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Science (M.S.)


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