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'What Does an "O" Say When There's No "E" at the End?' Parents' Reading-Related Knowledge and Feedback during Child-to-Parent Reading
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Segal, Aviva; Martin-Chang, Sandra – Journal of Research in Reading, 2019
Background: Although a large body of research has investigated teachers' reading-related knowledge and associated pedagogical practices, comparatively little is known about these factors in parents. Therefore, the present study examined the association between parental reading-related knowledge and feedback during child-to-parent reading. Methods:…
Descriptors: Parent Child Relationship, Intelligence Tests, Verbal Ability, Vocabulary
Phonological and Lexical Effects in Verbal Recall by Children with Specific Language Impairments
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Coady, Jeffry A.; Mainela-Arnold, Elina; Evans, Julia L. – International Journal of Language & Communication Disorders, 2013
Background & Aims: The present study examined how phonological and lexical knowledge influences memory in children with specific language impairments (SLI). Previous work showed recall advantages for typical adults and children due to word frequency and phonotactic pattern frequency and a recall disadvantage due to phonological similarity…
Descriptors: Language Impairments, Word Lists, Phonology, Memory
Children's Understanding of Ambiguous Idioms and Conversational Perspective-Taking
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Le Sourn-Bissaoui, Sandrine; Caillies, Stephanie; Bernard, Stephane; Deleau, Michel; Brule, Lauriane – Journal of Experimental Child Psychology, 2012
The aim of this study was to test the hypothesis that conversational perspective-taking is a determinant of unfamiliar ambiguous idiom comprehension. We investigated two types of ambiguous idiom, decomposable and nondecomposable expressions, which differ in the degree to which the literal meanings of the individual words contribute to the overall…
Descriptors: Language Patterns, Tests, Language Skills, Research
Implicit Statistical Learning Is Directly Associated with the Acquisition of Syntax
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Kidd, Evan – Developmental Psychology, 2012
This article reports on an individual differences study that investigated the role of implicit statistical learning in the acquisition of syntax in children. One hundred children ages 4 years 5 months through 6 years 11 months completed a test of implicit statistical learning, a test of explicit declarative learning, and standardized tests of…
Descriptors: Learning Processes, Language Acquisition, Syntax, Language Patterns
Children's Understanding of Idioms and Theory of Mind Development
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Caillies, Stephanie; Le Sourn-Bissaoui, Sandrine – Developmental Science, 2008
The aim of this study was to test the hypothesis according to which theory of mind competence was a prerequisite to ambiguous idioms understanding. We hypothesized that the child needs to understand that the literal interpretation could be a false world representation, a false belief, and that the speaker's intention is to mean something else, to…
Descriptors: Language Patterns, Cognitive Development, Intention, Children
Investigating EFL Prospective Teachers' Ability to Translate Culture-Bound Expressions
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Badawi, Mohamed Farrag – Online Submission, 2008
The basic objective of the present study is to investigate EFL Saudi prospective teachers' ability to translate culture-bound expressions and their translation strategy awareness. The study attempted to answer two questions: (1) To what extent are EFL Saudi prospective teachers able to translate culture-bound expressions? (2) To what extent are…
Descriptors: Translation, Foreign Countries, Preservice Teachers, Language Teachers