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The Phonological Loop and Dual Language Learning: Do Growth Differences Exist across Languages?
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Arizmendi, Genesis D.; Asencio Pimentel, Monica F.; Li, Jui-Teng; Swanson, H. Lee – Bilingual Research Journal, 2023
The phonological loop of the working memory system plays a key role in language learning. This study examined the trajectories between two dual-language learner groups (English Learners [ELs] and Spanish Learners [SLs]) on phonological loop measures in L1 and L2. At Grade 1, children completed a battery of vocabulary and cognitive measures and…
Descriptors: Phonology, Second Language Learning, Native Language, English (Second Language)
Bilingualism Effects on Cognition in Autistic Children Are Not All-or-Nothing: The Role of Socioeconomic Status in Intellectual Skills in Bilingual Autistic Children
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Peristeri, Eleni; Silleresi, Silvia; Tsimpli, Ianthi Maria – Autism: The International Journal of Research and Practice, 2022
Children with autism often display discrepancies in their intellectual functioning, with nonverbal skills frequently being more developed than verbal. Compared to monolingual autistic children, however, much less is known about how bilingualism affects intelligence in autism. The current study examined the intelligence profiles of 146 bilingual…
Descriptors: Bilingualism, Autism Spectrum Disorders, Socioeconomic Status, Intelligence
Differences in Oral Language Growth between Children with and without Literacy Difficulties: Evidence from Early Phases of Learning to Read and Spell in Greek
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Kargiotidis, Apostolos; Grigorakis, Ioannis; Mouzaki, Angeliki; Manolitsis, George – Australian Journal of Learning Difficulties, 2021
The present study examined oral language growth differences in a sample of 256 Greek-speaking children with and without literacy difficulties (LD), during the first two elementary grades. Measures of vocabulary, phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) were administered in both grades for the…
Descriptors: Oral Language, Vocabulary Development, Elementary School Teachers, Phonological Awareness
Short-Term Memory, Working Memory and Linguistic Abilities in Bilingual Children with Developmental Language Disorder
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Talli, Ioanna; Stavrakaki, Stavroula – First Language, 2020
This article investigates verbal short-term memory (vSTM) and verbal working memory (vWM) abilities and their relation to lexical and syntactic abilities in monolingual (mono-) and bilingual (bi-) children with Developmental Language Disorder (DLD) and typical development (TD). The authors employed the following tasks: vSTM (non-word repetition…
Descriptors: Short Term Memory, Verbal Ability, Syntax, Language Impairments
Complex Syntax and Working Memory in Children with Specific Learning Difficulties
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Stanford, Emily; Delage, Hélène – First Language, 2020
Working memory (WM) limitations are frequently reported for children with specific learning disorder (SLD). However, WM capacity influences more than literacy and numeracy, as research highlights the contribution of WM to language development, in particular syntax. In this article, the authors study the effect of syntactic intervention, i.e.…
Descriptors: Syntax, Short Term Memory, Intervention, Phrase Structure
Foreign Language Reading and Spelling in Gifted Students with Dyslexia in Secondary Education
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van Viersen, Sietske; de Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; de Jong, Peter F. – Reading and Writing: An Interdisciplinary Journal, 2017
A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language…
Descriptors: Foreign Countries, Second Language Learning, Reading Instruction, Spelling Instruction