同伴效应作为学前儿童语言发展的一种补偿性支持

Research Findings: The present study examined whether the strength of the relation between peer expressive language skills and preschool children’s expressive language gains depended on children’s initial expressive language skills. The sample included 148 children in 21 classrooms who were 52.35 months old on average. Approximately 56% of the children were male and 44% were female, 8% were Black, 92% were White, and 3% were Hispanic or Latinx. No strong evidence of a main effect of peer expressive language skills was found. However, an interaction effect between peer expressive language skill