Yuuko Uchikoshi
University of California, Davis
Developmental psychologyPsychologyPedagogyVocabularyLiteracy
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Publications 27
#1Anne L. Larson (USU: Utah State University)H-Index: 1
#2Zhe Gigi An (UW: University of Wisconsin-Madison)H-Index: 1
Last. Kate Ford Roberts (UW: University of Wisconsin-Madison)H-Index: 1
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The social validity of intervention research has been emphasized in special education and related fields for decades. There is relatively little focus on social validity that considers culturally a...
#1Anne L. Larson (USU: Utah State University)H-Index: 1
#2Lauren M. Cycyk (UO: University of Oregon)H-Index: 3
Last. Carla Wood (FSU: Florida State University)H-Index: 4
view all 8 authors...
Abstract As the population of young children from culturally and linguistically diverse (CLD) backgrounds grows in the U.S., so too does awareness of the need for interventions to promote their language development and reduce the “word gap.” This synthesis described and analyzed studies examining interventions for improving language outcomes for young, CLD children (birth through age 5). The purpose was to discuss how cultural and linguistic factors were addressed in the interventions, examine t...
1 CitationsSource
#1Stephanie L. Haft (University of California, Berkeley)H-Index: 3
#2Jocelyn N. Caballero (UCSF: University of California, San Francisco)
Last. Fumiko HoeftH-Index: 39
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Abstract Extant research is increasingly recognizing the contribution of executive function (EF) to reading comprehension alongside established predictors like word decoding and oral language. The nature of the association between EF and reading comprehension is commonly investigated in older children and in those with reading impairments. However, less is known about this relationship in emerging readers in kindergarten, where word decoding and reading comprehension are highly intertwined. More...
#1Yuuko Uchikoshi (UC Davis: University of California, Davis)H-Index: 10
#1Sara Chung (University of California, Berkeley)
#2Qing Zhou (University of California, Berkeley)H-Index: 23
Last. Yuuko Uchikoshi (UC Davis: University of California, Davis)H-Index: 10
view all 5 authors...
Dual language learners (DLLs) make up 32% of all children in the United States. Past research showed that proficiency in a heritage language (HL) was associated with better psychological adjustment...
#1Rebecca A. Marks (UM: University of Michigan)
#2Ioulia Kovelman (UM: University of Michigan)H-Index: 12
Last. Fumiko Hoeft (UConn: University of Connecticut)H-Index: 39
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Abstract Learning to read transforms the brain, building on children’s existing capacities for language and visuospatial processing. In particular, the development of print-speech convergence, or the spatial overlap of neural regions necessary for both auditory and visual language processing, is critical for literacy acquisition. Print-speech convergence is a universal signature of proficient reading, yet the antecedents of this convergence remain unknown. Here we examine the relationship betwee...
#1Audrey Lucero (UO: University of Oregon)H-Index: 3
#2Yuuko Uchikoshi (UC Davis: University of California, Davis)H-Index: 10
Abstract This study used qualitative analyses to investigate similarities and differences in narrative production across two task conditions for four first grade Spanish-English emergent bilingual children. Task conditions were spontaneous story generation and retelling using the same story. Spanish stories from two children were compared on the basis of similarity in vocabulary, while English stories from two children were compared on the basis of similarity in overall discourse skills. Results...
#1Dylan Conger (GW: George Washington University)H-Index: 13
#2Chloe R. Gibbs (ND: University of Notre Dame)H-Index: 4
Last. Adam Winsler (GMU: George Mason University)H-Index: 33
view all 4 authors...
Abstract This study explores the short-run effects of state-funded, public school-based pre-kindergarten (pre-K) programs on the early educational outcomes of students in Miami-Dade County Public Schools. Using data on all kindergarten students enrolled in the public schools in years 2006 and 2007, we examine differences in outcomes from pre-K to the early grades – promotion to first grade, school mobility, and exit from English language learner (ELL) status – for students who were enrolled in p...
#1Aya Williams (University of California, Berkeley)H-Index: 1
#2Yuuko Uchikoshi (University of California, Berkeley)H-Index: 10
Last. Qing Zhou (University of California, Berkeley)H-Index: 23
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ABSTRACTThis study examined the concurrent relations of English (EL) and heritage language (HL) proficiency to executive functions (EF) among low-income dual language learners (DLLs) from immigrant...
#1Stephen H. Chen (Wellesley College)H-Index: 11
#2Qing Zhou (University of California, Berkeley)H-Index: 23
Last. Yuuko Uchikoshi (UC Davis: University of California, Davis)H-Index: 10
view all 3 authors...
ABSTRACTThough a number of language socialization processes are theorized to promote children’s heritage language proficiency (HLP), little research has considered these processes in a single study and examined their prospective relations to multiple domains of HLP in school-age children. In a two-wave longitudinal study of Chinese American children of immigrant parents (N = 258, age = 7–11 years), language socialization processes (e.g. adult HL use at home, parental attitudes towards HL, child ...