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Pretorius, Melissa J.; le Roux, Mia; Geertsema, Salomé – Communication Disorders Quarterly, 2022
This study investigated the correlation and predictive capacity of verbal working memory (VWM) to the reading comprehension of children in their first language (L1) and second language (L2). The term verbal working memory refers to a cognitive system with a limited capacity that can hold and manipulate verbal and auditory information temporarily.…
Descriptors: Short Term Memory, Verbal Communication, Reading Comprehension, Correlation
Adriana Soto-Corominas; Marta Segura; Helena Roquet; Noelia Navarro; Yagmur Elif Met – International Journal of Multilingualism, 2025
Research on the effects of bilingualism on third language (L3) development set in bilingual communities is scarce, outdated, and has provided mixed results. This study investigated the effects of exposure and age of onset of acquisition (AOA) of L3-English, as well as first and second language (L1/L2) skills and use, in the development of…
Descriptors: Foreign Countries, Spanish, Romance Languages, Bilingualism
Joanine Hester Nel; Frenette Southwood; Michelle Jennifer White – Language Acquisition: A Journal of Developmental Linguistics, 2024
The acquisition of passives is well-studied in many languages, with evidence of crosslinguistic differences in the age at which passives are acquired. The aim of this study is to add to the existing knowledge of child acquisition of passives by providing data from Afrikaans and isiXhosa, two under-researched and typologically different languages…
Descriptors: African Languages, Child Language, Language Acquisition, Language Classification
Paleczek, Lisa; Seifert, Susanne; Schöfl, Martin – British Journal of Educational Technology, 2021
The current study digitalised an assessment instrument of receptive vocabulary knowledge, GraWo-KiGa, for use in Austrian kindergartens. Using a mixed-methods approach, this study looks at 85 kindergarteners in their last year (age M = 5.79 years, 51.8% male, 71.8% L1 German), to find out (a) whether the form of digital assessment employed meets…
Descriptors: Kindergarten, Receptive Language, Foreign Countries, Native Language
Ding, Wenjun; Yu, Guoxing – Language Assessment Quarterly, 2023
This paper examined to what extent causal explanation speaking tasks (CESTs) are cognitively appropriate for assessing young language learners' (YLLs) L2 speaking. Ninety-six YLLs (48 from Grade 4 and 6 each) in China performed two CESTs in both L1 (Chinese) and L2 (English). They also completed receptive and productive L2 vocabulary size tests.…
Descriptors: Speech Communication, Language Tests, Vocabulary Development, Native Language
Joong won Lee; Alissa Wolters; Young-Suk Grace Kim – Review of Educational Research, 2023
We examined the relation of morphological awareness with language and literacy skills, namely phonological awareness, orthographic awareness, vocabulary, word reading, spelling, text reading fluency, and reading comprehension. We also examined potential moderators of the relations (grade level, orthographic depth of language, receptive vs.…
Descriptors: Correlation, Morphology (Languages), Metalinguistics, Literacy
De Wilde, Vanessa; Brysbaert, Marc; Eyckmans, June – Studies in Second Language Acquisition, 2022
A second language can be learned inside and outside the classroom. In this study we investigated the English and French vocabulary knowledge of 110 Dutch-speaking children (age 10-12), who received 100 hours of instruction in French, whereas their contact with English came from out-of-school exposure only. We examined the role of individual…
Descriptors: Informal Education, Second Language Learning, French, Vocabulary Development
Monsrud, May-Britt; Rydland, Veslemøy; Geva, Esther; Thurmann-Moe, Anne Cathrine; Halaas Lyster, Solveig-Alma – International Journal of Bilingual Education and Bilingualism, 2022
This cross-sectional study investigated first (L1) and second (L2) language receptive and expressive vocabulary in a sample of 542 typically developing bilingual children of immigrants (age range 6-13), coming from six different L1 backgrounds in Norway. Results demonstrated that children's L1 and L2 vocabulary skills increased with age. From a…
Descriptors: Immigrants, Age Differences, Vocabulary Development, Native Language
Karousou, Alexandra; Nerantzaki, Theodora – Second Language Research, 2022
Recent studies highlight the important contribution of phonological working memory (PM) in the early stages of both native and foreign language development. However, research on the effects of PM training on language development is very limited. This study aimed at assessing the effectiveness of a PM training educational intervention as a means of…
Descriptors: Memory, Phonology, Second Language Learning, Second Language Instruction
Goriot, Claire; van Hout, Roeland; Broersma, Mirjam; Lobo, Vanessa; McQueen, James M.; Unsworth, Sharon – International Journal of Bilingual Education and Bilingualism, 2021
This study investigated to what extent the Peabody Picture Vocabulary Test (PPVT-4) is a reliable tool for measuring vocabulary knowledge of English as a second language (L2), and to what extent L1 characteristics affect test outcomes. The PPVT-4 was administered to Dutch pupils in six different age groups (4-15 years old) who were or were not…
Descriptors: Children, Adolescents, Elementary School Students, Secondary School Students
Arnaus Gil, Laia; Müller, Natascha; Sette, Nadine; Hüppop, Marina – International Multilingual Research Journal, 2021
This article examines factors that promote active multilingualism. For this purpose, the "Peabody Picture Vocabulary Test" was used with 48 children. Their results were linked to a parental questionnaire designed to evaluate the children's linguistic input in their immediate environment. The study shows that, besides a minimum amount of…
Descriptors: Bilingualism, Multilingualism, Family Relationship, Language Usage
Aktan-Erciyes, Asli – Journal of Language and Linguistic Studies, 2020
This study investigates how children lexicalize motion event patterns in their first and second languages, L1- Turkish and L2-English. English is a satellite-framed language that conflates motion with manner expressed in the main verb and path in a non-verbal element, whereas Turkish is a verb-framed language that conflates motion with path in the…
Descriptors: Native Language, Bilingualism, Turkish, Verbs
Lin, Tzu-Jung; Chen, Jing; Lu, Monica; Sun, Jing; Purtell, Kelly; Ansari, Arya; Justice, Laura – Journal of Educational Psychology, 2023
The purpose of this study was to examine how classroom language contexts characterized by peer language skills and proportions of dual language learners (DLL) influenced English language development for DLL and non-DLL children. Participants were 2,131 children from 135 classrooms across preschool through Grade 3. Children were classified into…
Descriptors: Bilingualism, Bilingual Education, English (Second Language), Second Language Learning
Wawire, Brenda Aromu; Zuilkowski, Stephanie Simmons – International Multilingual Research Journal, 2021
The present study explored the role of vocabulary and decoding skills in predicting reading comprehension, utilizing data from 322 first- grade children from four elementary schools in Kenya. The children were administered a comprehensive battery of tests to assess pseudo-word reading skills, oral reading fluency, reading comprehension, and…
Descriptors: Vocabulary Development, Decoding (Reading), Language Skills, Reading Comprehension
Sun, He; Yussof, Nurul Taqiah Binte; Mohamed, Malikka Begum Binte Habib; Rahim, Anisa Binte; Bull, Rebecca; Cheung, Mike W. L.; Cheong, Siew Ann – International Journal of Bilingual Education and Bilingualism, 2021
The current study examines the relationship between bilingual children's dual language experience (i.e. language input, language output and vocabulary proficiency), and their social-emotional and behavioral skills. Data were analysed from 805 Singaporean bilingual preschoolers (ages 4; 1-5; 8 years), who are learning English and either Mandarin (n…
Descriptors: Kindergarten, Preschool Children, Bilingual Students, Social Development