Main Article Content
Abstract
Currently in Indonesia, a substantial number of young children lack proficiency in and awareness of English vocabulary, a crucial international language. This study aims to explore the potential of Duolingo application usage in improving English vocabulary among young children, specifically from the perspective of teachers. Employing a quantitative descriptive research method, data were gathered through questionnaire surveys. The results indicate that the utilization of the Duolingo application by teachers contributes positively to the learning environment, resulting in noticeable improvements in English vocabulary among early childhood learners. The children demonstrated enhanced vocabulary skills after using the application over a specific duration. However, the study also highlights that the Duolingo application should not be relied upon as the sole source for English language learning in early childhood education. Its usage needs to be integrated into structured and teacher-directed learning approaches. Effective management of the application is crucial to maximize its benefits for young learners. This research serves as a benchmark for the development of similar applications aiming to enhance English vocabulary for early childhood education, emphasizing the importance of combining digital tools with structured pedagogical methods.
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Copyright (c) 2024 Jhoni Warmansyah, Puja Diandra, Enji Novita Sari, Adam Mudinillah, Suswati Hendriani, Mazlina Che Mustafa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Enhancing Early Childhood English Vocabulary: Teachers’ Perspectives on Optimizing the Duolingo Application . (2024). Journal of English Education and Teaching, 8(1), 33–45. https://doi.org/10.33369/jeet.8.1.33-45
References
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Adriany, V. (2018). The internationalisation of early childhood education: Case study from selected kindergartens in Bandung, Indonesia. Policy Futures in Education, 16(1), 92–107. https://doi.org/10.1177/1478210317745399
Ajisoko, P. (2020). The use of duolingo apps to improve English vocabulary learning. International Journal of Emerging Technologies in Learning, 15(7), 149–155. https://doi.org/10.3991/IJET.V15I07.13229
Butarbutar, R., Uspayanti, R., Manuhutu, N., & Palangngan, S. T. (2019). Analyzing of puzzle local culture-based in teaching english for young learners. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012208
Butler, Y. G. (2022). Learning through digital technologies among pre-primary school children. Language Teaching for Young Learners, 4(1), 30–65. https://doi.org/10.1075/ltyl.21009.but
Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher-child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30(PA), 80–92. https://doi.org/10.1016/j.ecresq.2014.09.004
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934–957. https://doi.org/10.1080/09588221.2019.1648298
Deni, R., & Fahriany, F. (2020). Teachers’ Perspective on Strategy for Teaching English Vocabulary to Young Learners. Vision: Journal for Language and Foreign Language Learning, 9(1), 48–61. https://doi.org/10.21580/vjv9i14862
Eliwatis, E., Sesmiarni, Z., Maimori, R., Herawati, S., & Murni, Y. (2022). Perceptions of Pamong Teachers on the Competence of Prospective Teacher in Practice Field Experience (PPL). Journal of Islamic Education Students (JIES), 2(2), 101. https://doi.org/10.31958/jies.v2i2.7860
Fadhli, M., Sukirman, S., Ulfa, S., Susanto, H., & Syam, A. R. (2022). Gamifying Children’s Linguistic Intelligence With the Duolingo App. In Research Anthology on Developments in Gamification and Game-Based Learning (pp. 1402–1415). IGI Global. https://doi.org/10.4018/978-1-6684-3710-0.ch067
Freeman, C., Kittredge, A., Wilson, H., & Pajak, B. (2023). The Duolingo Method for App-based Teaching and Learning. 2023, 1–19. https://www.duolingo.com/efficacy
Harahap, I. F., & Daulay, S. H. (2023). Duolingo Application in English Teaching Practice: Teacher’s Perception. KnE Social Sciences, 2022(2022), 93–104. https://doi.org/10.18502/kss.v8i8.13289
Hazar, E. (2022). Learning a brand-new language through Duolingo: A case study of a gifted student. African Educational Research Journal, 10(4), 447–453. https://doi.org/10.30918/aerj.104.22.079
Jayanti, D., & Sujarwo, A. (2019). Bilingual Education In Indonesia: Between Idealism and the Reality. Script Journal: Journal of Linguistic and English Teaching, 4(1), 12. https://doi.org/10.24903/sj.v4i1.271
Jiang, X., Chen, H., Portnoff, L., Gustafson, E., Rollinson, J., Plonsky, L., & Pajak, B. (2021). Finishing half of B1 on Duolingo comparable to five university semesters in reading and listening. Uolingo Research Report DRR-21-03, 2021. https://www.duolingo.com/efficacy
Lestariyana, R. P. D., & Widodo, H. P. (2018). Engaging young learners of English with digital stories: Learning to mean. Indonesian Journal of Applied Linguistics, 8(2), 489–495. https://doi.org/10.17509/ijal.v8i2.13314
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293–311. https://doi.org/10.1017/S0958344019000065
Munday, P. (2015). The Case for Using Duolingo As Part of The Language Classroom Experience. RIED. Revista Iberoamericana de Educación a Distancia, 19(1). https://doi.org/10.5944/ried.19.1.14581
Munday, P. (2017). Duolingo . Gamified learning through translation. Journal of Spanish Language Teaching, 4(2), 194–198. https://doi.org/10.1080/23247797.2017.1396071
Munir, S., & Warmansyah, J. (2023). Developing English Textbook for Pre-school Children Sirajul. Journal of English Education and Teaching (JEET), 7(4), 901–913.
Mutiah, S. D., Nakhriyah, M., HR, N. H., Hidayat, D. N., & Hamid, F. (2020). The Readiness of Teaching English to Young Learners in Indonesia. Jurnal Basicedu, 4(4), 1370–1387. https://doi.org/10.31004/basicedu.v4i4.541
Padial-Ruz, R., García-Molina, R., Cepero-González, M., & González, M. E. P. (2022). Motor Intervention Program for Improving the Learning of English Vocabulary in Early Childhood Education. In Research Anthology on Early Childhood Development and School Transition in the Digital Era (pp. 447–466). IGI Global. https://doi.org/10.4018/978-1-6684-7468-6.ch023
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306
Poedjiastutie, D., Mayaputri, V., & Arifani, Y. (2021). Socio-cultural challenges of english teaching in remote areas of Indonesia. Teflin Journal, 32(1), 97–116. https://doi.org/10.15639/teflinjournal.v32i1/97-116
Rahn, N. L., Storie, S. O., & Coogle, C. G. (2023). Teaching Vocabulary in Early Childhood Classroom Routines. Early Childhood Education Journal, 51(7), 1157–1168. https://doi.org/10.1007/s10643-022-01361-y
Ritonga, M., Febriani, S. R., Kustati, M., Khaef, E., Ritonga, A. W., & Yasmar, R. (2022). Duolingo: An Arabic Speaking Skills’ Learning Platform for Andragogy Education. Education Research International, 2022. https://doi.org/10.1155/2022/7090752
Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854–881. https://doi.org/10.1080/09588221.2018.1456465
Shadiev, R., Hwang, W.-Y., & Huang, Y.-M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303. https://doi.org/10.1080/09588221.2017.1308383
Sudina, E., & Plonsky, L. (2023). The effects of frequency, duration, and intensity on L2 learning through Duolingo. Journal of Second Language Studies, August. https://doi.org/10.1075/jsls.00021.plo
Wagner, E., & Kunnan, A. J. (2015). The Duolingo English Test. Language Assessment Quarterly, 12(3), 320–331. https://doi.org/10.1080/15434303.2015.1061530
Werbach, K. (2014). (Re)Defining Gamification: A Process Approach (pp. 266–272). https://doi.org/10.1007/978-3-319-07127-5_23
Yusuf, Q., Asyik, A. G., Yusuf, Y. Q., & Rusdi, L. (2017). Listen, do, repeat, understand and remember: Teaching English to very young children in Aceh. Iranian Journal of Language Teaching Research, 5(2), 113–132.
Zhao, J., Dixon, L. Q., Quiroz, B., & Chen, S. (2017). The Relationship Between Vocabulary and Word Reading Among Head Start Spanish–English Bilingual Children. Early Childhood Education Journal, 45(1), 27–34. https://doi.org/10.1007/s10643-015-0764-8
References
Adriany, V. (2018). The internationalisation of early childhood education: Case study from selected kindergartens in Bandung, Indonesia. Policy Futures in Education, 16(1), 92–107. https://doi.org/10.1177/1478210317745399
Ajisoko, P. (2020). The use of duolingo apps to improve English vocabulary learning. International Journal of Emerging Technologies in Learning, 15(7), 149–155. https://doi.org/10.3991/IJET.V15I07.13229
Butarbutar, R., Uspayanti, R., Manuhutu, N., & Palangngan, S. T. (2019). Analyzing of puzzle local culture-based in teaching english for young learners. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012208
Butler, Y. G. (2022). Learning through digital technologies among pre-primary school children. Language Teaching for Young Learners, 4(1), 30–65. https://doi.org/10.1075/ltyl.21009.but
Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher-child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30(PA), 80–92. https://doi.org/10.1016/j.ecresq.2014.09.004
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934–957. https://doi.org/10.1080/09588221.2019.1648298
Deni, R., & Fahriany, F. (2020). Teachers’ Perspective on Strategy for Teaching English Vocabulary to Young Learners. Vision: Journal for Language and Foreign Language Learning, 9(1), 48–61. https://doi.org/10.21580/vjv9i14862
Eliwatis, E., Sesmiarni, Z., Maimori, R., Herawati, S., & Murni, Y. (2022). Perceptions of Pamong Teachers on the Competence of Prospective Teacher in Practice Field Experience (PPL). Journal of Islamic Education Students (JIES), 2(2), 101. https://doi.org/10.31958/jies.v2i2.7860
Fadhli, M., Sukirman, S., Ulfa, S., Susanto, H., & Syam, A. R. (2022). Gamifying Children’s Linguistic Intelligence With the Duolingo App. In Research Anthology on Developments in Gamification and Game-Based Learning (pp. 1402–1415). IGI Global. https://doi.org/10.4018/978-1-6684-3710-0.ch067
Freeman, C., Kittredge, A., Wilson, H., & Pajak, B. (2023). The Duolingo Method for App-based Teaching and Learning. 2023, 1–19. https://www.duolingo.com/efficacy
Harahap, I. F., & Daulay, S. H. (2023). Duolingo Application in English Teaching Practice: Teacher’s Perception. KnE Social Sciences, 2022(2022), 93–104. https://doi.org/10.18502/kss.v8i8.13289
Hazar, E. (2022). Learning a brand-new language through Duolingo: A case study of a gifted student. African Educational Research Journal, 10(4), 447–453. https://doi.org/10.30918/aerj.104.22.079
Jayanti, D., & Sujarwo, A. (2019). Bilingual Education In Indonesia: Between Idealism and the Reality. Script Journal: Journal of Linguistic and English Teaching, 4(1), 12. https://doi.org/10.24903/sj.v4i1.271
Jiang, X., Chen, H., Portnoff, L., Gustafson, E., Rollinson, J., Plonsky, L., & Pajak, B. (2021). Finishing half of B1 on Duolingo comparable to five university semesters in reading and listening. Uolingo Research Report DRR-21-03, 2021. https://www.duolingo.com/efficacy
Lestariyana, R. P. D., & Widodo, H. P. (2018). Engaging young learners of English with digital stories: Learning to mean. Indonesian Journal of Applied Linguistics, 8(2), 489–495. https://doi.org/10.17509/ijal.v8i2.13314
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293–311. https://doi.org/10.1017/S0958344019000065
Munday, P. (2015). The Case for Using Duolingo As Part of The Language Classroom Experience. RIED. Revista Iberoamericana de Educación a Distancia, 19(1). https://doi.org/10.5944/ried.19.1.14581
Munday, P. (2017). Duolingo . Gamified learning through translation. Journal of Spanish Language Teaching, 4(2), 194–198. https://doi.org/10.1080/23247797.2017.1396071
Munir, S., & Warmansyah, J. (2023). Developing English Textbook for Pre-school Children Sirajul. Journal of English Education and Teaching (JEET), 7(4), 901–913.
Mutiah, S. D., Nakhriyah, M., HR, N. H., Hidayat, D. N., & Hamid, F. (2020). The Readiness of Teaching English to Young Learners in Indonesia. Jurnal Basicedu, 4(4), 1370–1387. https://doi.org/10.31004/basicedu.v4i4.541
Padial-Ruz, R., García-Molina, R., Cepero-González, M., & González, M. E. P. (2022). Motor Intervention Program for Improving the Learning of English Vocabulary in Early Childhood Education. In Research Anthology on Early Childhood Development and School Transition in the Digital Era (pp. 447–466). IGI Global. https://doi.org/10.4018/978-1-6684-7468-6.ch023
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306
Poedjiastutie, D., Mayaputri, V., & Arifani, Y. (2021). Socio-cultural challenges of english teaching in remote areas of Indonesia. Teflin Journal, 32(1), 97–116. https://doi.org/10.15639/teflinjournal.v32i1/97-116
Rahn, N. L., Storie, S. O., & Coogle, C. G. (2023). Teaching Vocabulary in Early Childhood Classroom Routines. Early Childhood Education Journal, 51(7), 1157–1168. https://doi.org/10.1007/s10643-022-01361-y
Ritonga, M., Febriani, S. R., Kustati, M., Khaef, E., Ritonga, A. W., & Yasmar, R. (2022). Duolingo: An Arabic Speaking Skills’ Learning Platform for Andragogy Education. Education Research International, 2022. https://doi.org/10.1155/2022/7090752
Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854–881. https://doi.org/10.1080/09588221.2018.1456465
Shadiev, R., Hwang, W.-Y., & Huang, Y.-M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303. https://doi.org/10.1080/09588221.2017.1308383
Sudina, E., & Plonsky, L. (2023). The effects of frequency, duration, and intensity on L2 learning through Duolingo. Journal of Second Language Studies, August. https://doi.org/10.1075/jsls.00021.plo
Wagner, E., & Kunnan, A. J. (2015). The Duolingo English Test. Language Assessment Quarterly, 12(3), 320–331. https://doi.org/10.1080/15434303.2015.1061530
Werbach, K. (2014). (Re)Defining Gamification: A Process Approach (pp. 266–272). https://doi.org/10.1007/978-3-319-07127-5_23
Yusuf, Q., Asyik, A. G., Yusuf, Y. Q., & Rusdi, L. (2017). Listen, do, repeat, understand and remember: Teaching English to very young children in Aceh. Iranian Journal of Language Teaching Research, 5(2), 113–132.
Zhao, J., Dixon, L. Q., Quiroz, B., & Chen, S. (2017). The Relationship Between Vocabulary and Word Reading Among Head Start Spanish–English Bilingual Children. Early Childhood Education Journal, 45(1), 27–34. https://doi.org/10.1007/s10643-015-0764-8
Ajisoko, P. (2020). The use of duolingo apps to improve English vocabulary learning. International Journal of Emerging Technologies in Learning, 15(7), 149–155. https://doi.org/10.3991/IJET.V15I07.13229
Butarbutar, R., Uspayanti, R., Manuhutu, N., & Palangngan, S. T. (2019). Analyzing of puzzle local culture-based in teaching english for young learners. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012208
Butler, Y. G. (2022). Learning through digital technologies among pre-primary school children. Language Teaching for Young Learners, 4(1), 30–65. https://doi.org/10.1075/ltyl.21009.but
Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher-child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30(PA), 80–92. https://doi.org/10.1016/j.ecresq.2014.09.004
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934–957. https://doi.org/10.1080/09588221.2019.1648298
Deni, R., & Fahriany, F. (2020). Teachers’ Perspective on Strategy for Teaching English Vocabulary to Young Learners. Vision: Journal for Language and Foreign Language Learning, 9(1), 48–61. https://doi.org/10.21580/vjv9i14862
Eliwatis, E., Sesmiarni, Z., Maimori, R., Herawati, S., & Murni, Y. (2022). Perceptions of Pamong Teachers on the Competence of Prospective Teacher in Practice Field Experience (PPL). Journal of Islamic Education Students (JIES), 2(2), 101. https://doi.org/10.31958/jies.v2i2.7860
Fadhli, M., Sukirman, S., Ulfa, S., Susanto, H., & Syam, A. R. (2022). Gamifying Children’s Linguistic Intelligence With the Duolingo App. In Research Anthology on Developments in Gamification and Game-Based Learning (pp. 1402–1415). IGI Global. https://doi.org/10.4018/978-1-6684-3710-0.ch067
Freeman, C., Kittredge, A., Wilson, H., & Pajak, B. (2023). The Duolingo Method for App-based Teaching and Learning. 2023, 1–19. https://www.duolingo.com/efficacy
Harahap, I. F., & Daulay, S. H. (2023). Duolingo Application in English Teaching Practice: Teacher’s Perception. KnE Social Sciences, 2022(2022), 93–104. https://doi.org/10.18502/kss.v8i8.13289
Hazar, E. (2022). Learning a brand-new language through Duolingo: A case study of a gifted student. African Educational Research Journal, 10(4), 447–453. https://doi.org/10.30918/aerj.104.22.079
Jayanti, D., & Sujarwo, A. (2019). Bilingual Education In Indonesia: Between Idealism and the Reality. Script Journal: Journal of Linguistic and English Teaching, 4(1), 12. https://doi.org/10.24903/sj.v4i1.271
Jiang, X., Chen, H., Portnoff, L., Gustafson, E., Rollinson, J., Plonsky, L., & Pajak, B. (2021). Finishing half of B1 on Duolingo comparable to five university semesters in reading and listening. Uolingo Research Report DRR-21-03, 2021. https://www.duolingo.com/efficacy
Lestariyana, R. P. D., & Widodo, H. P. (2018). Engaging young learners of English with digital stories: Learning to mean. Indonesian Journal of Applied Linguistics, 8(2), 489–495. https://doi.org/10.17509/ijal.v8i2.13314
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293–311. https://doi.org/10.1017/S0958344019000065
Munday, P. (2015). The Case for Using Duolingo As Part of The Language Classroom Experience. RIED. Revista Iberoamericana de Educación a Distancia, 19(1). https://doi.org/10.5944/ried.19.1.14581
Munday, P. (2017). Duolingo . Gamified learning through translation. Journal of Spanish Language Teaching, 4(2), 194–198. https://doi.org/10.1080/23247797.2017.1396071
Munir, S., & Warmansyah, J. (2023). Developing English Textbook for Pre-school Children Sirajul. Journal of English Education and Teaching (JEET), 7(4), 901–913.
Mutiah, S. D., Nakhriyah, M., HR, N. H., Hidayat, D. N., & Hamid, F. (2020). The Readiness of Teaching English to Young Learners in Indonesia. Jurnal Basicedu, 4(4), 1370–1387. https://doi.org/10.31004/basicedu.v4i4.541
Padial-Ruz, R., García-Molina, R., Cepero-González, M., & González, M. E. P. (2022). Motor Intervention Program for Improving the Learning of English Vocabulary in Early Childhood Education. In Research Anthology on Early Childhood Development and School Transition in the Digital Era (pp. 447–466). IGI Global. https://doi.org/10.4018/978-1-6684-7468-6.ch023
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306
Poedjiastutie, D., Mayaputri, V., & Arifani, Y. (2021). Socio-cultural challenges of english teaching in remote areas of Indonesia. Teflin Journal, 32(1), 97–116. https://doi.org/10.15639/teflinjournal.v32i1/97-116
Rahn, N. L., Storie, S. O., & Coogle, C. G. (2023). Teaching Vocabulary in Early Childhood Classroom Routines. Early Childhood Education Journal, 51(7), 1157–1168. https://doi.org/10.1007/s10643-022-01361-y
Ritonga, M., Febriani, S. R., Kustati, M., Khaef, E., Ritonga, A. W., & Yasmar, R. (2022). Duolingo: An Arabic Speaking Skills’ Learning Platform for Andragogy Education. Education Research International, 2022. https://doi.org/10.1155/2022/7090752
Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854–881. https://doi.org/10.1080/09588221.2018.1456465
Shadiev, R., Hwang, W.-Y., & Huang, Y.-M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303. https://doi.org/10.1080/09588221.2017.1308383
Sudina, E., & Plonsky, L. (2023). The effects of frequency, duration, and intensity on L2 learning through Duolingo. Journal of Second Language Studies, August. https://doi.org/10.1075/jsls.00021.plo
Wagner, E., & Kunnan, A. J. (2015). The Duolingo English Test. Language Assessment Quarterly, 12(3), 320–331. https://doi.org/10.1080/15434303.2015.1061530
Werbach, K. (2014). (Re)Defining Gamification: A Process Approach (pp. 266–272). https://doi.org/10.1007/978-3-319-07127-5_23
Yusuf, Q., Asyik, A. G., Yusuf, Y. Q., & Rusdi, L. (2017). Listen, do, repeat, understand and remember: Teaching English to very young children in Aceh. Iranian Journal of Language Teaching Research, 5(2), 113–132.
Zhao, J., Dixon, L. Q., Quiroz, B., & Chen, S. (2017). The Relationship Between Vocabulary and Word Reading Among Head Start Spanish–English Bilingual Children. Early Childhood Education Journal, 45(1), 27–34. https://doi.org/10.1007/s10643-015-0764-8