NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Linguistic Skills and Speaking Fluency in a Second Language
Peer reviewed Peer reviewed
Direct linkDirect link
De Jong, Nivja H.; Steinel, Margarita P.; Florijn, Arjen; Schoonen, Rob; Hulstijn, Jan H. – Applied Psycholinguistics, 2013
This study investigated how individual differences in linguistic knowledge and processing skills relate to individual differences in speaking fluency. Speakers of Dutch as a second language ("N" = 179) performed eight speaking tasks, from which several measures of fluency were derived such as measures for pausing, repairing, and speed…
Descriptors: Language Skills, Language Processing, Psycholinguistics, Syllables
Morpheme Frequency Effects in Dutch Complex Word Reading: A Developmental Perspective
Peer reviewed Peer reviewed
Direct linkDirect link
Verhoeven, Ludo; Schreuder, Rob – Applied Psycholinguistics, 2011
This study examined to what extent advanced and beginning readers, including dyslexic readers of Dutch, make use of morphological access units in the reading of polymorphemic words. Therefore, experiments were carried out in which the role of singular root form frequency in reading plural word forms was investigated in a lexical decision task with…
Descriptors: Language Patterns, Morphemes, Dyslexia, Grade 6
Language Development, Metalinguistic Skills, and Print Awareness in 3-Year-Old Children.
Peer reviewed Peer reviewed
Direct linkDirect link
Carolyn Chaney – Applied Psycholinguistics, 1992
Presents an investigation of the relationships among selected aspects of normal language development, emerging metalinguistic skills, and concepts about print in three-year-old children. Forty-three normally developing children were given 4 tests of language development: 12 metalinguistic tasks measuring phonological awareness, word awareness, and…
Descriptors: Language Acquisition, Language Proficiency, Language Skills, Language Tests
Skilled Performance, Practice, and the Differentiation of Speed-Up from Automatization Effects: Evidence from Second Language Word Recognition.
Peer reviewed Peer reviewed
Segalowitz, Norman S.; Segalowitz, Sidney J. – Applied Psycholinguistics, 1993
Practice on cognitive tasks, such as word recognition tasks, will usually lead to faster and more stable responding in a second language. An analysis is presented of the relationship between observed reductions in performance latency and latency variability with respect to whether processing has become faster or whether a qualitative change, such…
Descriptors: Cognitive Processes, College Students, English (Second Language), Language Research
Two Components of Metalinguistic Awareness: Control of Linguistic Processing and Analysis of Linguistic Knowledge.
Peer reviewed Peer reviewed
Ricciardelli, Lina A. – Applied Psycholinguistics, 1993
Investigated a model of metalinguistic awareness, which consists of two components (the control of linguistic processing and the analysis of linguistic knowledge), in children between the ages of five and seven years. Each of the two components was assessed by four metalinguistic tasks. (Contains 35 references.) (JL)
Descriptors: Children, Factor Analysis, Foreign Countries, Grammar
Childhood Bilingualism and Metalinguistic Skills: Analysis and Control in Young Swedish-English Bilinguals.
Peer reviewed Peer reviewed
Cromdal, Jakob – Applied Psycholinguistics, 1999
In this study, metalinguistic ability is studied in terms of dual skill components: control of linguistic processing and analysis of linguistic knowledge. English-Swedish bilinguals (n=38), assigned to two groups according to relative proficiency, and 16 Swedish monolinguals, aged 6 to 7 years, received three tasks: symbol substitution,…
Descriptors: Bilingualism, English, Error Analysis (Language), Language Processing
Preschool Language and Metalinguistic Skills Are Links to Reading Success.
Peer reviewed Peer reviewed
Chaney, Carolyn – Applied Psycholinguistics, 1998
Reports the longitudinal follow-up of 41 preschool children as they moved into reading. When the children were 3-years-old, they participated in a detailed assessment of their language, print and metalinguistic skills. Overall language development at age 3 just as strongly correlated with reading scores at age 7 as it had with metalinguistic and…
Descriptors: Correlation, Early Childhood Education, Language Acquisition, Language Skills