Dual language (Spanish–English) preschoolers (Gusewski & Rojas, 2017)

<div>This longitudinal study investigated the emergence of English tense marking in young (Spanish–English) dual language learners (DLLs) over 4 consecutive academic semesters, addressing the need for longitudinal data on typical acquisition trajectories of English in DLL preschoolers.</div><div><br></div><div><b>Supplemental Material S1.</b> Growth curve model parameter estimates: finite verb morphology composite (FVMC).</div><div><b><br></b></div><div><b>Supplemental Material S2.</b> Growth curve model parameter estimates: adapted FVMC.</div><div><br></div><div><b>Supplemental Material S3.</b> Growth curve model parameter estimates: productive FVMC.</div><div><br></div><div><b>Supplemental Material S4.</b> Empirical growth plot for individual growth trajectories with fitted regression line and individual growth plots with individually fitted regression lines for the FVMC. </div><div><br></div><div><b>Supplemental Material S5.</b> Empirical growth plot for individual growth trajectories with fitted regression line and individual growth plots with individually fitted regression lines for the adapted (AD) FVMC. </div><div><br></div><div><b>Supplemental Material S6.</b> Empirical growth plot for individual growth trajectories with fitted regression line and individual growth plots with individually fitted regression lines for the productive (PC) FVMC.</div><div><br></div><div><b>Supplemental Material S7. </b>Descriptive statistics: occurrence of individual tense markers.</div><div><br></div><div>Gusewski, S., & Rojas, R. (2017). Tense marking in the English narrative retells of dual language preschoolers.<i> Language, Speech, and Hearing Services in Schools, 48, </i>183–196. https://doi.org/10.1044/2017_LSHSS-16-0093</div>