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Showing 1 to 15 of 27 results Save | Export
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McWeeny, Sean; Choi, Soujin; Choe, June; LaTourrette, Alexander; Roberts, Megan Y.; Norton, Elizabeth S. – Reading Research Quarterly, 2022
Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for…
Descriptors: Kindergarten, Naming, Reading Ability, Reading Achievement
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Booton, Sophie A.; Wonnacott, Elizabeth; Hodgkiss, Alex; Mathers, Sandra; Murphy, Victoria A. – Applied Linguistics, 2022
Most common words in English have multiple different meanings, but relatively little is known about why children grasp some meanings better than others. This study aimed to examine how variables at the child-level, wordform-level, and meaning-level impact knowledge of words with multiple meanings. In this study, 174 children aged 5- to 9-years-old…
Descriptors: Vocabulary Development, Psycholinguistics, Language Tests, Verbal Ability
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Chung, Sheila Cira; Koh, PohWee; Chen, Xi; Deacon, S. Hélène – Reading and Writing: An Interdisciplinary Journal, 2023
Orthographic knowledge is predicted to be central in the process of children's reading development. We examined both the temporal order between orthographic knowledge and each of word reading and word spelling--effectively, which predicts which by including autoregressive controls--and cross-linguistic transfer between English and French for our…
Descriptors: Elementary School Students, Grade 1, Grade 2, Bilingual Students
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Silvia Perez-Cortes – Language Acquisition: A Journal of Developmental Linguistics, 2025
Verbal morphology has been identified as a particularly vulnerable domain for adult heritage speakers (HSs) of Spanish, especially when it involves the selection of subjunctive mood. A minimal amount is known, however, about the potential effects of the variability associated with these forms on the acquisition of related epiphenomena, such as the…
Descriptors: Spanish, Phonemes, Native Language, Second Language Learning
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Doolan, Stephen M. – Written Communication, 2023
Source-based writing is a complex and frequently occurring task type in postsecondary education. While a large body of research now exists investigating source-based student writing, few studies have used corpus-based methods to investigate L1 student performance on source-based writing tasks and to connect this performance to the holistic quality…
Descriptors: Native Language, Computational Linguistics, Writing Instruction, Information Sources
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Leonard, Karen – Canadian Modern Language Review, 2019
In the L2 fluency literature there is considerable debate over how best to operationally define pauses and how different pause measures relate to L2 proficiency. This creates a challenge for researchers interested in L2 fluency, and particularly those who are working with groups that vary in L2 proficiency. This article addresses these issues by…
Descriptors: Language Fluency, Language Research, Second Language Learning, Spanish
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Reynolds, Barry Lee; Ding, Chen – English Teaching: Practice and Critique, 2022
Purpose: The purpose of this study was to investigate the effects of word-related factors (i.e. frequency, range, dispersion and cognateness) on first-language English (L1E) readers' (n = 20) and second-language English (L2E) readers' (n = 20) incidental acquisition of vocabulary through the reading of an authentic novel.…
Descriptors: Native Language, English, English (Second Language), Second Language Learning
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Kircher, Ruth – International Journal of Bilingual Education and Bilingualism, 2022
The study presented here is the first empirical investigation of the patterns and predictors of the intergenerational transmission of French in Quebec. An online questionnaire was used to gather data from 274 parents from different mother tongue (L1) groups: L1 French, L1 English, L1 French and English, and L1 Other. The results show that L1…
Descriptors: Language Planning, French, Parent Attitudes, Native Language
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Ke, Sihui; Koda, Keiko – Applied Linguistics, 2019
This study examined whether vocabulary knowledge is sufficient for second language (L2) word-meaning inferencing. Specifically, it investigated the role of the learner's sensitivity to a word's morphological structure (referred to 'morphological awareness' or 'MA' hereafter) as additional support that enhances multi-character word-meaning…
Descriptors: Vocabulary Development, Morphology (Languages), Predictor Variables, Second Language Learning
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Kyle, Kristopher; Crossley, Scott A.; Jarvis, Scott – Language Assessment Quarterly, 2021
Indices of lexical diversity have been used to estimate the size of a writer's vocabulary and/or a writer's lexical proficiency for some time. One issue with many commonly used indices of lexical diversity (e.g., TTR and index) is that they vary as a function of text length. Accordingly, much research has been devoted to the development of indices…
Descriptors: Decision Making, Vocabulary Development, Computational Linguistics, Persuasive Discourse
Neumann, Farrah – ProQuest LLC, 2021
The acquisition of a sound system is an integral component of second language (L2) communication, yet it is one of the most difficult skills to teach and is therefore largely ignored in L2 classrooms (Derwing, 2010). In laboratory settings, phonetic training studies have typically examined syllables, rather than words, with no referential meaning.…
Descriptors: Vocabulary Development, Phonology, Pronunciation, Phonetics
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Gabriele, Alison; Alemán Bañón, José; Hoffman, Lesa; Covey, Lauren; Rossomondo, Amy; Fiorentino, Robert – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
The present study examines both properties of the language and properties of the learner to better understand variability at the earliest stages of second language (L2) acquisition. We used event-related potentials, an oral production task, and a battery of individual differences measures to examine the processing of number and gender agreement in…
Descriptors: Brain Hemisphere Functions, Diagnostic Tests, Second Language Learning, Individual Differences
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Bassetti, Bene; Mairano, Paolo; Masterson, Jackie; Cerni, Tania – Language Learning, 2020
Orthographic forms (spellings) can affect pronunciation in a second language (L2); however, it is not known whether the same orthographic form can affect both L2 pronunciation and metalinguistic awareness. To test this, we asked 260 speakers of English--first-language (L1) English speakers, L1 Italian and L2 English sequential bilinguals, and L1…
Descriptors: Spelling, Phonological Awareness, Second Language Learning, Second Language Instruction
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Pérez Castillejo, Susana – Language Testing, 2019
This study examines how foreign language anxiety (FLA) and proficiency relate to second language (L2) utterance fluency during a final oral exam. Thirty-eight learners of Spanish (L1 English) completed unplanned narratives that were coded for ratio and length of pauses between and within Analysis of Speech Units, mean length of run, phonation-time…
Descriptors: Second Language Learning, Anxiety, Language Proficiency, Oral Language
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Schmidt, Lauren B. – Studies in Second Language Acquisition, 2018
The present study examined second language (L2) development in the perceptual identification of a dialectal sound of the target language, through an investigation of the role of individual learner experiences in L2 phonological development. A total of 213 English-speaking learners of Spanish across five levels of study and with varying dialect…
Descriptors: Dialects, Spanish, Phonology, Second Language Learning
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