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Joseph H. R. Maes; Annette R. Scheper; Daan Hermans; Constance T. W. M. Vissers – International Journal of Language & Communication Disorders, 2025
Background: The implicit learning deficit hypothesis claims that impaired implicit learning underlies deficits in social-communicative abilities associated with developmental language disorder (DLD). However, previous research testing this hypothesis revealed inconsistent results and largely used process-impure sequential learning tasks. Aims:…
Descriptors: Language Impairments, Developmental Disabilities, Preadolescents, Early Adolescents
Hill, Margaret S.; Wagovich, Stacy A.; Manfra, Louis – Communication Disorders Quarterly, 2017
Most vocabulary growth during the school-age years occurs incidentally. However, little is understood about the influence of language skills on word knowledge growth during reading. Using a pretest-posttest quasi-experimental design, we examined incidental word learning through reading, considering the presence/absence of supportive context and…
Descriptors: Vocabulary Development, Language Aptitude, Learning Processes, Oral Language
Blom, Elma; Boerma, Tessel – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are related to DLD severity and persistence, and if EF weaknesses expand to selective attention.…
Descriptors: Young Children, Developmental Disabilities, Language Impairments, Interference (Learning)
Whissell-Turner, Kathleen; Fejzo, Anila – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
By the end of primary school, students are confronted with expository texts known for their high proportion of domain-specific academic vocabulary words. These words usually comprise Greek or Latin roots in their internal structure. Recent findings showed that knowledge of Greek and Latin roots is related to reading comprehension. However, no…
Descriptors: Morphemes, Elementary School Students, Reading Comprehension, French
Kelso, Katrina; Whitworth, Anne; Leitão, Suze – Reading & Writing Quarterly, 2022
This study aimed to profile the sublexical, lexical, and text level language skills, and cognitive processes of a sub-group of children with poor reading comprehension known as poor comprehenders. An assessment protocol was developed to assess each of the components from Perfetti and Stafura's Reading Systems Framework. A comprehensive profile was…
Descriptors: Language Processing, Oral Language, Reading Comprehension, Profiles
The Role of Prek Spanish in Predicting First Grade English Word Reading among Dual Language Learners
Mesa, Carol; Yeomans-Maldonado, Gloria – Grantee Submission, 2019
Purpose: The purpose of the current study was to examine the role that the first language (L1), Spanish, at Pre-Kindergarten plays in predicting second language (L2), English, word reading in first grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method: As part of a longitudinal study of…
Descriptors: Spanish, Native Language, Preschool Education, Language Role
Steele, Sara C.; Watkins, Ruth V. – Clinical Linguistics & Phonetics, 2010
This study investigated whether children with language learning disability (LLD) differed from typically-developing peers in their ability to learn meanings of novel words presented during reading. Fifteen 9-11-year-old children with LLD and 15 typically-developing peers read four passages containing 20 nonsense words. Word learning was assessed…
Descriptors: Vocabulary Development, Comparative Analysis, Children, Preadolescents