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Andreu, Llorenc; Sanz-Torrent, Monica; Olmos, Joan Guardia; MacWhinney, Brian – Clinical Linguistics & Phonetics, 2013
This study investigated the formulation of verb argument structure in Catalan- and Spanish-speaking children with specific language impairment (SLI) and typically developing age-matched controls. We compared how language production can be guided by conceptual factors, such as the organization of the entities participating in an event and knowledge…
Descriptors: Semantics, Language Impairments, Control Groups, Language Acquisition
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Perez, Trecy Martinez; Majerus, Steve; Mahot, Aline; Poncelet, Martine – Dyslexia, 2012
In order to better understand the nature of verbal short-term memory (STM) deficits in dyslexic children, the present study used the distinction between item and serial order retention capacities in STM tasks. According to recent STM models, storage of verbal item information depends very directly upon the richness of underlying phonological and…
Descriptors: Foreign Countries, Semantics, Dyslexia, Control Groups
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Zipke, Marcy – Reading Psychology, 2011
An experiment examined whether beginning readers can successfully learn to detect and define homonyms, and whether this ability correlates with vocabulary and/or phonological awareness. First graders received ambiguity instruction involving homonyms in isolation, in riddles, and in text. A control group received reading lessons without a…
Descriptors: Beginning Reading, Grade 1, Language Aptitude, Metalinguistics
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Zipke, Marcy; Ehri, Linnea C.; Cairns, Helen Smith – Reading Research Quarterly, 2009
An experiment examined whether metalinguistic awareness involving the detection of semantic ambiguity can be taught, and whether this instruction improves students' reading comprehension. Lower SES third graders from a variety of cultural backgrounds (M = 8 yr. 7 mo., N = 46) were randomly assigned to treatment and control groups. Those receiving…
Descriptors: Grade 3, Elementary School Students, Metalinguistics, Semantics