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Bryan K. Murray; Katherine T. Rhodes; Julie A. Washington – Journal of Speech, Language, and Hearing Research, 2024
Purpose: Syntax provides critical support for both academic success and linguistic growth, yet it has not been a focus of language research in school-age African American children. This study examines complex syntax performance of African American children in second through fifth grades. Method: The current study explores the syntactic…
Descriptors: Syntax, Black Dialects, African American Students, Grade 2
Angelopoulos, Nikos; Bagioka, Dafni-Vaia; Terzi, Arhonto – Language Acquisition: A Journal of Developmental Linguistics, 2023
The most recent studies on the acquisition of evidentiality, be it morphologically or syntactically encoded, have argued that the comprehension lag detected is due to factors having to do with others' authority or mental perspective, where "others" stands for other individuals involved in the experiment in various manners (e.g., the…
Descriptors: Syntax, Language Acquisition, Morphology (Languages), Age Differences
Nittrouer, Susan; Muir, Meganne; Tietgens, Kierstyn; Moberly, Aaron C.; Lowenstein, Joanna H. – Journal of Speech, Language, and Hearing Research, 2018
Purpose: This study assessed phonological, lexical, and morphosyntactic abilities at 6th grade for a group of children previously tested at 2nd grade to address 4 questions: (a) Do children with cochlear implants (CIs) demonstrate deficits at 6th grade? (b) Are those deficits greater, the same, or lesser in magnitude than those observed at 2nd…
Descriptors: Children, Assistive Technology, Elementary School Students, Grade 6
Mokhtari, Kouider; Niederhauser, Dale S. – International Electronic Journal of Elementary Education, 2013
In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…
Descriptors: Elementary School Students, Grade 5, Reading Comprehension, Vocabulary Development
Silverman, Rebecca D.; Proctor, C. Patrick; Harring, Jeffrey R.; Hartranft, Anna M.; Doyle, Brie; Zelinke, Sarah B. – Reading and Writing: An Interdisciplinary Journal, 2015
The present study investigated language skills and reading comprehension with English monolingual and Spanish-English bilingual children in grades 2-5. Of the 377 children in the sample, 207 were English monolingual and 170 were Spanish-English bilingual. Data were collected within a cohort-sequential design for two academic years in the fall and…
Descriptors: Language Skills, Reading Comprehension, Monolingualism, Bilingual Education
Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William – Journal of Learning Disabilities, 2017
Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…
Descriptors: Correlation, Attention Control, Executive Function, Multiple Regression Analysis
Berninger, Virginia W.; Richards, Todd L.; Abbott, Robert D. – Reading and Writing: An Interdisciplinary Journal, 2015
In Study 1, children in grades 4-9 (N = 88, 29 females and 59 males) with persisting reading and/or writing disabilities, despite considerable prior specialized instruction in and out of school, were given an evidence-based comprehensive assessment battery at the university while parents completed questionnaires regarding past and current history…
Descriptors: Grade 4, Grade 5, Grade 6, Grade 7