This longitudinal study examined how receptive and expressive vocabulary assessments capture vocabulary development in children with Autism Spectrum Disorder (ASD) and typically developing (TD) children. Using mixed regression modelling, we explored when children with ASD significantly different from TD children. We also examined the variability…

Purpose: Vocabulary skills in children are typically measured with norm-referenced assessments of receptive and expressive vocabulary. Language sample analysis is an alternative method of examining vocabulary actually produced in communicative events and may be better suited to exposing subtle vocabulary weaknesses. Here, we examine the…

A large number of children are exposed to more than one language. One well-established method of assessing early vocabulary development in monolingual children is parent report; however, its use in bilingual/multilingual contexts is less established and brings unique challenges. In this methodological scoping review, we reviewed studies of early…

It remains unclear whether pragmatic language skills and core language skills (grammar and vocabulary) are distinct language domains. The present work aimed to tease apart these domains using a novel online assessment battery administered to almost 400 children aged 7 to 13 years. Confirmatory factor analysis indicated that pragmatic and core…

Purpose: We measure typically developing monolingual child Spanish speakers' lexical development with a range of standard expressive and receptive tests. We also measure their comprehension of sentences with the existential quantifier "algunos" "some" to determine their abilities to generate "some, but not all" scalar…

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…

How do learners gather new information during word learning? One possibility is that learners selectively sample items that help them reduce uncertainty about new word meanings. In a series of cross-situational word learning tasks with adults and children, we manipulated the referential ambiguity of label-object pairs experienced during training…

Purpose: ?he lexical stress pattern (trochaic vs. iambic) may affect various aspects of word learning and word production in children with cochlear implants (CIs). This study aimed to investigate lexical stress effects in word learning by Greek-speaking children with CIs. Method: A word learning paradigm, consisting of a word production and a word…

When linguistic input contains inconsistent use of grammatical forms, children produce these forms more consistently, a process called "regularization." Deaf children learning American Sign Language from parents who are non-native users of the language regularize their parents' inconsistent usages. In studies of artificial languages…

We examined the lexical and grammatical skills of monolingual and bilingual school-age children with autism spectrum disorders (ASD). Thirteen monolingual and thirteen bilingual children with ASD without intellectual disability, were compared on standardized measures of vocabulary and morphology. Findings revealed that bilingual children performed…

Purpose: Vocabulary intervention should be guided by information from outcome measures that demonstrate whether the student has grown in depth or breadth of understanding of the taught words. However, there is a paucity of tools, to measure depth of vocabulary knowledge, that are available for clinical use. Method: The challenges of vocabulary…

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…

Input variability is key in many aspects of linguistic learning, yet variability increases input complexity, which may cause difficulty in some learning contexts. The current work investigates this trade-off by comparing speaker variability effects on L2 vocabulary learning in different age groups. Existing literature suggests that speaker…

The impetus behind the design of this current research is to check the influence of cartoons on vocabulary learning strategies of students who have been exposed to three classics from English literature, "Treasure Island" by Robert Louis Stevenson, "Great Expectations" by Charles Dickens, and "Romeo & Juliet" by…

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…