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Shergill, Gagan; Camozzi, Hailey; O'Malley, Meagan D.; Ortiz, Arlene – Journal of Psychoeducational Assessment, 2023
The Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) is commonly used in k-12 public schools to assess basic cognitive processing skills foundational for reading achievement. Psychometric support for its use with dual language learners (DLLs), a group representing over 10% of the school-aged population in…
Descriptors: Phonology, Language Processing, Bilingualism, English (Second Language)
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Wang, Tianyi; McLaughlin, Colleen – Language and Intercultural Communication, 2023
This paper investigates the role of interpreters in addressing cultural differences in the context of a cross-cultural collaborative teacher professional development project. Based on positioning theory, this study employed interpreter-mediated interactions and interviews to reveal the complex roles that interpreters played when interpreting…
Descriptors: Cultural Differences, Faculty Development, Translation, Language Processing
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Mancilla-Martinez, Jeannette – AERA Open, 2020
A distinguishing feature of English learners (ELs) centers on coming from homes in which a language other than or in addition to English is used, but bilingualism itself is not a risk factor for low academic achievement. Yet in the United States, ELs' reading achievement continues to lag behind that of their English-proficient peers. In this…
Descriptors: Literacy Education, English Language Learners, Second Language Learning, Bilingualism
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Johansson, Baran – Reading in a Foreign Language, 2022
Previous studies have found that phonological processing and vocabulary predict word reading. However, their predictive powers may vary according to reading experience and across scripts with different levels of transparency. In this study, the relationship between phonological processing, decoding, vocabulary and word reading was explored in two…
Descriptors: Indo European Languages, Swedish, Language Skills, Reading Skills
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Rzepka, Nathalie; Müller, Hans-Georg; Simbeck, Katharina – International Educational Data Mining Society, 2021
The ability to spell correctly is a fundamental skill for participating in society and engaging in professional work. In the German language, the capitalization of nouns and proper names presents major difficulties for both native and nonnative learners, since the definition of what is a noun varies according to one's linguistic perspective. In…
Descriptors: Spelling, German, Punctuation, Nouns
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Hu, Jingjing; Gao, Xuesong – Language Awareness, 2021
Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students' language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers' language-related pedagogical practices when…
Descriptors: Content and Language Integrated Learning, Teaching Methods, Language of Instruction, Second Language Learning
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Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D. – Journal of Learning Disabilities, 2018
Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…
Descriptors: Regression (Statistics), Short Term Memory, Predictor Variables, Reading Achievement
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Unsworth, Len – Pedagogies: An International Journal, 2014
Interpreting the image-language interface in multimodal texts is now well recognized as a crucial aspect of reading comprehension in a number of official school syllabi such as the recently published Australian Curriculum: English (ACE). This article outlines the relevant expected student learning outcomes in this curriculum and draws attention to…
Descriptors: Foreign Countries, National Curriculum, Reading Comprehension, Reading Tests
Kutty, Seema – ProQuest LLC, 2012
Recent times have seen an increasing prevalence and incidence of children with ASD in school settings. Social, cognitive, and language process deficits directly impact the ability of children with ASD to effectively functioning within the complex social setting of schools. In particular, deficits are noted in the areas of social communication and…
Descriptors: Incidence, Pervasive Developmental Disorders, Autism, Interpersonal Competence
Anderson, Kimberly; Mira, Mary Elizabeth – Southern Regional Education Board (SREB), 2014
The following profiles address the basic decisions and actions that state education policy-makers--in the state departments of education, unless otherwise noted--are taking to foster successful statewide implementation of the new standards and aligned assessments in 15 states. These profiles provide a descriptive overview of each state's…
Descriptors: State Standards, Academic Standards, Program Implementation, Outcome Measures
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Johnston, Judith R. – Topics in Language Disorders, 2008
This article discusses the potential value of working with school-aged children to increase their competence with narrative forms. With illustrations from current research, it argues that increased knowledge of, and experience with, narrative should have positive effects on comprehension of classroom language, selective listening, peer relations,…
Descriptors: Language Processing, Personal Narratives, Elementary Secondary Education, Comprehension
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Simon-Cereijido, Gabriela; Gutierrez-Clellen, Vera F. – Applied Psycholinguistics, 2009
The purpose of this study was to examine within- and across-language relationships between lexical and grammatical domains by focusing on measures of lexical diversity and grammatical complexity in Spanish and English. One hundred ninety-six preschool and school-aged Latino children with different levels of English and Spanish proficiencies and…
Descriptors: Verbs, Grammar, Bilingualism, Vocabulary
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Shapiro, Laura R.; Hurry, Jane; Masterson, Jackie; Wydell, Taeko N.; Doctor, Estelle – Dyslexia, 2009
We outline how research into predictors of literacy underpins the development of increasingly accurate and informative assessments. We report three studies that emphasize the crucial role of speech and auditory skills on literacy development throughout primary and secondary school. Our first study addresses the effects of early childhood middle…
Descriptors: Emergent Literacy, Phonological Awareness, Predictor Variables, Diseases
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James, Carl – Language Awareness, 1996
Revives Eric Hawkins' idea of a language "trivium" where language awareness activities should fill the space between the learner's two languages. Draws a distinction between awareness and consciousness of language and suggests that cross-linguistic relationships are a major source of input salience strengthening, due to bilinguals'…
Descriptors: Bilingualism, Contrastive Linguistics, Elementary Secondary Education, Language Processing
Brause, Rita S. – 1979
Designed to assess comprehension of written ambiguous and polysemous structures, this instrument is a series of written statements that include varying degrees and types of ambiguity. In the first part of the test students are asked to identify (from a choice of three) semantically acceptable paraphrases for an initial sentence. Then students must…
Descriptors: Ambiguity, Elementary Secondary Education, Language Processing, Measures (Individuals)
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