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Pauline Quemar; Julie A. Wolter; Xi Chen; S. Hélène Deacon – Journal of Child Language, 2023
We examined whether and how the degree of meaning overlap between morphologically related words influences sentence plausibility judgment in children. In two separate studies with kindergarten and second-graders, English-speaking and French-speaking children judged the plausibility of sentences that included two paired target words. Some of these…
Descriptors: Kindergarten, Preschool Children, Grade 2, Language Acquisition
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McMillen, Stephanie; Anaya, Jissel B.; Peña, Elizabeth D.; Bedore, Lisa M.; Barquin, Elisa – International Journal of Bilingual Education and Bilingualism, 2022
Research has investigated how lexical-semantic and participant factors impact word learning in young children and adults. However, limited information pertaining to expressive vocabulary development exists for school-aged bilinguals--particularly those with developmental language disorder (DLD). Cross-linguistic differences in the semantic…
Descriptors: Spanish, English, Semantics, Vocabulary Development
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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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Gabriella Reynolds; Krystal L. Werfel; Sarah Hudgins; Stephen Camarata; Fred H. Bess – Exceptional Children, 2024
The purpose of this study was to evaluate the types of spelling errors made by children with mild to moderate hearing loss (CMMHL) compared with children with typical hearing (TH) and to determine if types of spelling errors were related to linguistic or audiologic factors. CMMHL and TH completed measures of spelling, spoken language, speech…
Descriptors: Spelling, Error Patterns, Hearing Impairments, Correlation
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Röthlisberger, Martina; Zangger, Christoph; Juska-Bacher, Britta – Journal of Research in Reading, 2023
Background: In countries with German as an official language, children with German as a second language perform overall worse in school than their German native speaking peers. This particularly affects written language skills, which require advanced language knowledge. The reasons are manifold, but one is prominent, namely poor vocabulary…
Descriptors: German, Vocabulary Development, Second Language Learning, Second Language Instruction
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Leider, Christine M.; Proctor, C. Patrick; Silverman, Rebecca D. – International Journal of Bilingual Education and Bilingualism, 2021
This two-year longitudinal study examined the role of linguistic interdependence between Spanish and English among a group of first, second, and third generation immigrant Spanish-English bilingual children. Starting from a theoretical perspective on linguistic interdependence that takes into account linguistic constructs and their measurement,…
Descriptors: Longitudinal Studies, Immigrants, Spanish, English (Second Language)
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Leaño, Adelaila J.; Rabi, Norfishah Mat; Piragasam, Grace Annammal Gnana – Southeast Asia Early Childhood, 2019
This study aimed to investigate Philippine indigenous learners' speaking difficulties in English Semantics. The objectives was to identify indicators of poor vocabulary, processing and expressing of information. It was a qualitative research through case studies of five Grade 2 Indigenous Peoples (IP) learners in Echague, Isabela, Philippines.…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Semantics
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Chow, Jason C.; Frey, Jennifer R.; Naples, Lauren H. – Assessment for Effective Intervention, 2021
We investigated the associations between teacher-rated and direct assessments of early elementary students' speech and language skills to explore whether using teachers as primary screeners yielded assessment data that reliably identified young students with language difficulties who many need a more comprehensive evaluation. We assessed first-…
Descriptors: Correlation, Teacher Attitudes, Elementary School Students, Speech Communication
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Gray, Shelley; Lancaster, Hope; Alt, Mary; Hogan, Tiffany P.; Green, Samuel; Levy, Roy; Cowan, Nelson – Journal of Speech, Language, and Hearing Research, 2020
Purpose: We investigated four theoretically based latent variable models of word learning in young school-age children. Method: One hundred sixty-seven English-speaking second graders with typical development from three U.S. states participated. They completed five different tasks designed to assess children's creation, storage, retrieval, and…
Descriptors: Vocabulary Development, Grade 2, Elementary School Students, Expressive Language
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Alejandro Granados Vargas; Elizabeth D. Peña; Lisa M. Bedore – Journal of Speech, Language, and Hearing Research, 2024
Aims: We investigate the relationship between narrative macrostructure, current language exposure, and microstructure in second-grade Spanish-English bilingual children in the United States. Macrostructure knowledge has been claimed to be shared across languages in multilingual individuals. We examine the role of current language exposure and…
Descriptors: Bilingual Students, Grade 2, English, Spanish
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Alt, Mary; Gray, Shelley; Hogan, Tiffany P.; Schlesinger, Nora; Cowan, Nelson – Language, Speech, and Hearing Services in Schools, 2019
Purpose: The purpose of our study was to test the hypotheses (a) that children with dyslexia have spoken word learning deficits primarily related to phonology and (b) that children with dyslexia and concomitant developmental language disorder (DLD) have word learning deficits related to both phonology and semantic processing when compared to peers…
Descriptors: Children, Dyslexia, Developmental Disabilities, Language Impairments
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Alt, Mary; Arizmendi, Genesis Dominique; Gray, Shelley; Hogan, Tiffany Patrice; Green, Samuel; Cowan, Nelson – Journal of Speech, Language, and Hearing Research, 2019
Purpose: We compared novel word learning in 2nd-grade children with typical development who were Spanish-English bilinguals to English monolinguals to understand word learning in bilingual children. Method: Children (monolinguals n = 167, bilinguals n = 76) engaged in 5 computer-based tasks that assessed word learning in 6 different contexts. The…
Descriptors: Vocabulary Development, Monolingualism, Bilingualism, Spanish
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Spanoudis, George C.; Papadopoulos, Timothy C.; Spyrou, Spyroula – Journal of Learning Disabilities, 2019
Specific language impairment (SLI) and reading disability (RD) are familial, moderately heritable comorbid developmental disorders. The key deficit of SLI is oral language, whereas children with RD exhibit impairment in learning to read. The present study examines the possible co-occurrence of RD and SLI and the nature of this co-occurrence at a…
Descriptors: Language Impairments, Reading Difficulties, Comorbidity, Foreign Countries
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Li, Miao; Georgiou, George; Kirby, John R.; Frijters, Jan C.; Zhao, Wei; Wang, Tingzhao – Journal of Learning Disabilities, 2023
The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or…
Descriptors: Students with Disabilities, Grade 1, Grade 2, Grade 3
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Li, Hong; Zhang, Jie; Ehri, Linnea; Chen, Yu; Ruan, Xiaotong; Dong, Qiong – Reading and Writing: An Interdisciplinary Journal, 2016
Previous research has shown that the presence of English word spellings facilitates children's oral vocabulary learning. Whether a similar orthographic facilitation effect may exist in Chinese is interesting but not intuitively obvious due to the character writing system representing morphosyllabic but not phoneme-size information, and the more…
Descriptors: Role, Orthographic Symbols, Chinese, Semantics
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