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Dominguez, Alberto; Santos, Anthea; Fu, Yang – Journal of Psycholinguistic Research, 2023
In Spanish, the plural form in plural dominant frequency pairs, like "diente/dientes" [tooth/teeth], occurs more frequently than the corresponding singular form. On the other hand, for the singular dominant frequency pairs such as "cometa/cometas" [kite/kites], the singular form is more common than the plural. The recognition…
Descriptors: Spanish, Numbers, Form Classes (Languages), Morphemes
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Joana Acha; Gorka Ibaibarriaga; Nuria Rodríguez; Manuel Perea – Journal of Literacy Research, 2024
Letter knowledge and word identification are key skills for reading and spelling. Letter knowledge facilitates the application of sublexical letter-sound mappings to decode words. With reading experience, word identification becomes a key lexical skill to support decoding. In transparent orthographies, however, letter knowledge might be an…
Descriptors: Elementary School Students, Foreign Countries, Languages, Literacy
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Goodrich, J. Marc; Leiva, Sergio – International Journal of Bilingual Education and Bilingualism, 2022
Substantial research among bilingual adults indicates that exposure to words primes other semantically related words within and across languages, as well as the direct translation equivalents [e.g. Chen and Ng 1989. "Semantic Facilitation and Translation Priming Effects in Chinese-English Bilinguals." "Memory & Cognition"…
Descriptors: Semantics, Priming, Spanish, English (Second Language)
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Jevtovic, Mina; Stoehr, Antje; Klimovich-Gray, Anastasia; Antzaka, Alexia; Martin, Clara D. – Journal of Speech, Language, and Hearing Research, 2022
Purpose: Effects related to literacy acquisition have been observed at different levels of speech processing. This study investigated the link between orthographic knowledge and children's perception and production of specific speech sounds. Method: Sixty Spanish-speaking second graders, differing in their phonological decoding skills, completed a…
Descriptors: Phoneme Grapheme Correspondence, Emergent Literacy, Task Analysis, Decoding (Reading)
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Paz Suárez-Coalla; María Suárez-Romón; Verónica Martínez – Reading Psychology, 2024
Oral language abilities have been reported to be related to reading development. This relationship seems to be determined by orthographic systems and reading development. Children with developmental language disorder (DLD) show reading difficulties, although most studies focus on reading comprehension. The present study has two main objectives: to…
Descriptors: Oral Language, Language Skills, Language Impairments, Developmental Delays
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Cancino, Marco; Tomicic, Nedjelka – TESL-EJ, 2023
Developing second/foreign language (L2) comprehension skills can represent a challenging endeavor for learners with autism spectrum condition (ASC) because their social and verbal cognition may be impaired in terms of abstract reasoning, organizing, and retelling events, inferring intentions, and identifying emotions contained in a text. Thus, it…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
Ester Garcia – ProQuest LLC, 2024
Individuals with lower proficiency in a second language tend to produce more disfluent speech patterns in the second language. Speech disfluencies refer to interruptions in the forward flow of speech and are distinct from the colloquial use of "fluency," to characterize knowledge of a language. Prior research indicates that some speech…
Descriptors: Language Proficiency, Second Language Learning, Second Language Instruction, Spanish
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Shergill, Gagan; Camozzi, Hailey; O'Malley, Meagan D.; Ortiz, Arlene – Journal of Psychoeducational Assessment, 2023
The Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) is commonly used in k-12 public schools to assess basic cognitive processing skills foundational for reading achievement. Psychometric support for its use with dual language learners (DLLs), a group representing over 10% of the school-aged population in…
Descriptors: Phonology, Language Processing, Bilingualism, English (Second Language)
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Pattemore, Matthew; Gilabert, Roger – Language Learning Journal, 2023
This study investigates the provision of two types of auditory elaborative automated digital feedback (metalinguistic and informational) in the context of a digital game for reading skills development in English as a foreign language. Nineteen 11-year-old Spanish-Catalan school children played through two digital minigames while their…
Descriptors: Eye Movements, Spanish, Romance Languages, English (Second Language)
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Dracos, Melisa; Requena, Pablo; Miller, Karen – Language Acquisition: A Journal of Developmental Linguistics, 2019
Previous research indicates that the development of mood selection in Spanish spans several years and ends in the mastery of mood selection with sentential complements to express complex semantic meanings. The present study investigates this underexplored late stage by examining how Spanish-speaking children acquire adultlike mood selection in…
Descriptors: Spanish, Language Acquisition, Verbs, Semantics
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Syrett, Kristen; Austin, Jennifer; Sanchez, Liliana – Language Acquisition: A Journal of Developmental Linguistics, 2021
Quantificational elements such as some pose a challenge to young language learners, given their vague meaning and ability to take on an upper-bounded interpretation (relative to "all") in certain contexts. The challenge is enhanced when a child is acquiring multiple languages that do not share a one-to-one mapping between their lexical…
Descriptors: English, Monolingualism, Second Language Learning, Multilingualism
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González Cuenca, Antonia; Lavigne Cervan, Rocio; Prieto Cuberos, Monica – International Journal of Disability, Development and Education, 2020
The advance of new hearing technologies has generated high expectations regarding the development and learning of deaf children, but little research has been done on the language levels of this generation of deaf learners who receive education at the same pace as their hearing peers. The aim of this study was to examine the relationships between…
Descriptors: Deafness, Assistive Technology, Language Proficiency, Expectation
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Kim, Young-Suk Grace; Wolters, Alissa; Mercado, Janet; Quinn, Jamie – Journal of Educational Psychology, 2022
We investigated the dimensionality and relations between L1 (a speaker's first language) and L2 (a speaker's second language) writing skills in narrative and informational genres and higher order cognitive skills--inference, perspective taking, and comprehension monitoring--for Spanish-English dual language learners in primary grades. Dimensions…
Descriptors: Transfer of Training, Second Language Learning, Native Language, Bilingualism
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Kaushanskaya, Margarita; Crespo, Kimberly – Child Development, 2019
This study investigated whether the effect of exposure to code-switching on bilingual children's language performance varied depending on verbal working memory (WM). A large sample of school-aged Spanish-English bilingual children (N = 174, Mage = 7.78) was recruited, and children were administered language measures in English and Spanish. The…
Descriptors: Bilingualism, Code Switching (Language), Second Language Learning, Correlation
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González-Calero, José Antonio; Berciano, Ainhoa; Arnau, David – Mathematical Thinking and Learning: An International Journal, 2020
The reversal error is a prevalent phenomenon that consists of reversing the relationship between two variables when writing equations from comparison in verbal language. A study with 169 Basque/Spanish bilingual pre-service teachers examined whether this error is mainly due to the students' tendency to employ a direct-translation strategy based on…
Descriptors: Thinking Skills, Language Processing, Language Role, Equations (Mathematics)
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