Influences of the Home Language and Literacy Environment on Spanish and English Vocabulary Growth among Dual Language Learners.

Little is known regarding the extent to which aspects of the home language and literacy environment (HLE) promote growth in language skills among dual language learners (DLLs). Therefore, the purpose of this study was to evaluate which aspects of the HLE significantly predict growth in English and Spanish vocabulary among Spanish-speaking DLLs. 944 Spanish-speaking DLLs (51.6% female; mean age = 53.77 months) completed assessments of English and Spanish vocabulary at four time points across two academic years. Parents completed a survey of the HLE that included information on language exposure, reading exposure, and family reading habits. Results indicated that specific literacy-related practices, including availability of books in the home, language read to the child, and parental reading skills were significant predictors of growth in children's Spanish and English vocabulary knowledge, even after controlling children's initial level of language skills and family socioeconomic status.

The Immigrant Paradox in the Problem Behaviors of Youth in the United States: A Meta-analysis.

This meta-analysis synthesizes the empirical data on problem behaviors among foreign- (G1) and U.S-born (G2+) youth and explores the effects of immigrant status on youth internalizing and externalizing problems. A random effects meta-regression with robust variance estimates summarized effect sizes for internalizing and externalizing problems across 91 studies (N = 179,315, Mage  = 13.98). Results indicated that G1 youth reported significantly more internalizing problems (g = .06), and fewer externalizing problems than G2+ youth (g = -.06). Gender and sample type moderated the effects. The findings provide a first-step toward reconciling mixed support for the immigrant paradox by identifying for whom and under what conditions the immigrant experience serves as a risk or protective factor for youth.

Perspectives of elder abuse in Lebanon.

Elder abuse is a preventable problem. Presently, little is known about this phenomenon in Middle Eastern settings. The purpose of this study was to explore elder abuse in Beirut, Lebanon from different stakeholders' points of view with a focus on identifying behaviors that are considered to be abusive to older adults and predisposing factors. Focus group discussions were carried out with 88 home- and institution-based older adults, their family members and caregivers, and with 49 stakeholders (medical professionals, institution directors, government officials). Results showed that behaviors considered abusive among Lebanese participants were comparable to reports from international studies. The most commonly mentioned risk factors were history of abuse in a seemingly dysfunctional family followed by caregivers' lack of acceptance of the physical changes that accompany aging. The response to elder abuse requires a multidimensional approach that spans protective policies to increase care providers' awareness about the physiologic changes of aging as well as concerted efforts to correct misinformation about the hidden problem of elder abuse.

Testing the Effectiveness of an E-Course to Combat Cyberbullying.

This study developed and evaluated an innovative six-session constructivist-based anti-cyberbullying e-course to raise Hong Kong college students' awareness of cyberbullying and increase their intention to help cyberbullied victims. A total of 144 undergraduate students (118 female students, 26 male students; Mage = 21.05, SD = 2.19) from a Hong Kong university were randomly assigned to an intervention (n = 78) or control (n = 66) group. The intervention group participated in two 15-minute anti-cyberbullying online classes per week for 3 weeks. Participants in both groups completed five measures at the outset (T1) and end (T2, 5 weeks after the program): about their awareness of cyberbullying, likelihood, and intention to help victims, and self-efficacy to combat cyberbullying. At T1, there were no significant group differences on the five measures. Controlling for time spent on social networking sites, and previous involvement in cyberbullying, repeated-measures analyses of covariance revealed significant interaction effects for all five measures. Subsequent analyses indicated the intervention group had higher scores on the five measures than the control group. These findings show how the constructivist e-learning program promotes prosocial behavior and can reduce cyberbullying by challenging students' understanding of cyberaggression.

Violence Against Displaced Syrian Women in Lebanon.

This study used focus group discussions to explore 29 Syrian women's experiences of being displaced refugees in Lebanon. Women reported intimate partner violence (IPV), harassment, and community violence. They experienced difficult living conditions characterized by crowding and lack of privacy, adult unemployment, and overall feelings of helplessness. Most frequently, they used negative coping strategies, including justification and acceptance of IPV and often physically harmed their own children due to heightened stress. Some sought support from other Syrian refugee women. Although the study did not address the root causes of IPV, the results shed light on women's experiences and indicate that training them in positive coping strategies and establishing support groups would help them face IPV that occurs in refugee settings.

You Are What You Read: The Belief Systems of Cyber-Bystanders on Social Networking Sites.

The present study tested how exposure to two types of responses to a hypothetical simulated Facebook setting influenced cyber-bystanders' perceived control and normative beliefs using a 4 cyberbully-victim group (pure cyberbullies, non-involved, pure cyberbullied victims, and cyberbullied-victims) × 2 condition (offend vs. defend) experimental design. 203 Hong Kong Chinese secondary school and university students (132 females, 71 males; 12 to 28; M = 16.70; SD = 3.03 years old) were randomly assigned into one of two conditions. Results showed that participants' involvement in cyberbullying significantly related to their control beliefs about bully and victim assisting behaviors, while exposure to the two different conditions (offend vs. defend comments) was related to both their control and normative beliefs. In general, the defend condition promoted higher control beliefs to help the victims and promoted higher normative beliefs to help the victims. Regardless of their past involvement in cyberbullying and exposure to offend vs. defend conditions, both cyber-bullies and cyber-victims were more inclined to demonstrate normative beliefs to help victims than to assist bullies. These results have implications for examining environmental influences in predicting bystander behaviors in cyberbullying contexts, and for creating a positive environment to motivate adolescents to become "upstanders" in educational programs to combat cyberbullying.

Identifying differences in early literacy skills across subgroups of language-minority children: A latent profile analysis.

Despite acknowledgment that language-minority children come from a wide variety of home language backgrounds and have a wide range of proficiency in their first (L1) and second (L2) languages, it is unknown whether differences across language-minority children in relative and absolute levels of proficiency in L1 and L2 predict subsequent development of literacy-related skills. The purpose of this study was to identify subgroups of language-minority children and evaluate whether differences in level and rate of growth of early literacy skills differed across subgroups. Five-hundred and twenty-six children completed measures of Spanish and English language and early literacy skills at the beginning, middle, and end of the preschool year. Latent growth models indicated that children's early literacy skills were increasing over the course of the preschool year. Latent profile analysis indicated that language-minority children could be classified into nine distinct groups, each with unique patterns of absolute and relative levels of proficiency in L1 and L2. Results of three-step mixture models indicated that profiles were closely associated with level of early literacy skills at the beginning of the preschool year. Initial level of early literacy skills was positively associated with growth in code-related skills (i.e., print knowledge, phonological awareness) and inversely associated with growth in language skills. These findings suggest that language-minority children are a diverse group with regard to their L1 and L2 proficiencies and that growth in early literacy skills is most associated with level of proficiency in the same language. (PsycINFO Database Record

Effects of Socialization on Gender Discrimination and Violence Against Women in Lebanon.

This study explored the socialization of Lebanese men's attitudes toward gender equality to understand violence against women in Middle Eastern countries. Two hundred seventy-three men completed a survey, and 73 participated in seven focus groups. Survey results showed that participants' education, parents' expectations for gender-typed behavior, school discipline, and exposure to community violence predicted the men's attitudes toward gender inequality. In focus group discussions, participants expressed that masculinity imposed a taxing role wherein they perceived themselves as "victims" of a traditional culture where norms grant men control and power over women.

Development and transfer of vocabulary knowledge in Spanish-speaking language minority preschool children.

In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54·51 months, 54·3% male; Sample 2: N = 116, mean age = 60·70 months, 56·0% male) completed measures of receptive, expressive, and definitional vocabulary in their first (L1) and second (L2) languages at two time points approximately 9-12 months apart. We examined whether unique L1 and L2 vocabulary at time 1 predicted later L2 and L1 vocabulary, respectively. Results indicated that unique L1 vocabulary did not predict later L2 vocabulary after controlling for initial L2 vocabulary. An identical pattern of results emerged for L1 vocabulary outcomes. We also examined whether children acquired translational equivalents for words known in one language but not the other. Results indicated that children acquired translational equivalents, providing partial support for the transfer of vocabulary knowledge across languages.

Do Early Literacy Skills in Children's First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer.

The purpose of this study was to evaluate the cross-language transfer of the emergent literacy skills of preschoolers who were Spanish-speaking language minority children in the context of an experimental intervention study. Ninety-four children were randomly assigned to either a control condition (High/Scope preschool curriculum) or to receive small-group pull-out instruction (Literacy Express Preschool Curriculum) in English or initially in Spanish and transitioning to English. We examined whether children's initial skills in one language moderated the impact of the intervention on those same skills in the other language at posttest. Results demonstrated that, for children in the English-only intervention condition, initial Spanish receptive vocabulary and elision skills moderated the impact of the intervention on English receptive vocabulary and elision skills at posttest, respectively. For children in the transitional intervention condition, initial English definitional vocabulary and elision skills moderated the impact of the intervention on Spanish definitional vocabulary and elision skills at posttest, respectively. Results for the vocabulary interactions, as well as the elision interaction for the English-only intervention group comparisons, supported the notion of transfer of specific linguistic information across languages. Results for elision interaction for the transitional intervention group comparisons supported language-independent transfer. Implications for the theory of cross-language transfer of emergent literacy skills are discussed.

Developmental trajectories of preschool early literacy skills: a comparison of language-minority and monolingual-English children.

This study utilized latent growth-curve analyses to determine if the early literacy skills of children who were Spanish-speaking language-minority (LM) followed a similar quantitative growth profile over a preschool year as that of a group of children from a comparable socioeconomic (SES) background but who were not LM. Participants, who ranged in age from 37 to 60 months (M = 50.73; SD = 5.04), included 540 Spanish-speaking LM and 408 non-LM children (47% girls) who were enrolled in 30 Head Start classrooms. Scores on a measure of oral language and measures of code-related skills (i.e., phonological awareness, print knowledge) were lower for LM children than for non-LM children. LM children experienced significantly faster growth in oral language skills than did non-LM children. Growth for print knowledge and blending was similar for LM and non-LM children, whereas LM children experienced slightly less growth than non-LM children on elision. The inclusion of child (i.e., initial language scores, age, nonverbal cognitive ability) and family (i.e., maternal/paternal education, 2-parent household, father employment) variables eliminated initial differences between LM and non-LM children on the code-related variables, and the effect was due primarily to children's initial oral language skills. These results indicate that the early risk for reading-related problems experienced by Spanish-speaking LM children is due both to low SES and to their LM status, and they highlight the critical need for the development, evaluation, and deployment of early instructional programs for LM children with limited English oral language proficiency.

Assessing preschoolers' emergent literacy skills in English and Spanish with the Get Ready to Read! screening tool.

This study investigated the ability of the English and Spanish versions of the Get Ready to Read! Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO) at the end of the year. The results revealed that the E-GRTR predicted the EO and ELL children's English emergent literacy skills and the ELL children's Spanish emergent literacy skills, and the S-GRTR predicted the ELL children's English and Spanish emergent literacy skills. For both groups, the E-GRTR and the S-GRTR were better at predicting children's print knowledge in English and Spanish compared to the other emergent literacy measures. The findings suggest that both screeners can be used effectively to assess preschool children's emergent literacy skills.

Victimization in South Korean children's peer groups.

This study reports a cross-sectional investigation of the behavioral, academic, and psychosocial correlates of victimization in South Korean children's peer groups. The participants were 122 children (66 boys, 56 girls; from 10-12-years-old) recruited from a primary school in Seoul, South Korea. Multi-informant assessments (peer nominations, teacher ratings, and self-reports) of peer victimization, social behavior, loneliness/social dissatisfaction, and academic functioning were obtained. Multivariate analyses indicated that peer victimization was associated with poor academic adjustment, loneliness, submissive-withdrawn behavior, aggression, and low levels of assertive-prosocial behavior. These findings suggest that there is considerable similarity in the social processes underlying peer group victimization across South Korean and Western cultural settings.