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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children

Title: Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.
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Name(s): Lonigan, Christopher J, author
Allan, Darcey M, author
Goodrich, J Marc, author
Farrington, Amber L, author
Phillips, Beth M, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2017-07-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age population, many of these children are at significant risk of academic difficulties. We examined the relations between inhibitory control and academic skills in a sample containing a large number of Spanish-speaking preschoolers. Overall, the children demonstrated substantial academic risk based on preschool-entry vocabulary scores in the below-average range. Children completed assessments of language, literacy, and math skills in English and Spanish, when appropriate, at the start and end of their preschool year, along with a measure of inhibitory control, the Head-Toes-Knees-Shoulders task, which was administered at the start of the preschool year in the child's dominant conversational language. Scores on this last measure were lower for children for whom it was administered in Spanish. For both English and Spanish outcomes, those scores were significantly and uniquely associated with higher scores on measures of phonological awareness and math skills but not vocabulary or print knowledge skills.
Identifier: FSU_pmch_26631366 (IID), 10.1177/0022219415618498 (DOI), PMC5432406 (PMCID), 26631366 (RID), 26631366 (EID), 0022219415618498 (PII)
Keywords: Spanish-speaking preschoolers, Academic skills, Executive functions, Inhibitory control, Self-regulation
Grant Number: P50 HD052120, U01 HD060292
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5432406.
Subject(s): Academic Performance/statistics & numerical data
Child
Child, Preschool
Executive Function/physiology
Female
Hispanic Americans/statistics & numerical data
Humans
Inhibition (Psychology)
Literacy/statistics & numerical data
Male
Mathematics/statistics & numerical data
Multilingualism
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_26631366
Owner Institution: FSU
Is Part Of: Journal of learning disabilities.
1538-4780
Issue: iss. 4, vol. 50

Choose the citation style.
Lonigan, C. J., Allan, D. M., Goodrich, J. M., Farrington, A. L., & Phillips, B. M. (2017). Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills. Journal Of Learning Disabilities. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_26631366