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Moody, C. T.; Baker, B. L.; Blacher, J. – Journal of Intellectual Disability Research, 2018
Background: Despite studies of how parent-child interactions relate to early child language development, few have examined the continued contribution of parenting to more complex language skills through the preschool years. The current study explored how positive and negative parenting behaviours relate to growth in complex syntax learning from…
Descriptors: Preschool Children, Parent Child Relationship, Syntax, Developmental Delays
Ryskin, Rachel A.; Qi, Zhenghan; Duff, Melissa C.; Brown-Schmidt, Sarah – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
Verbs often participate in more than 1 syntactic structure, but individual verbs can be biased in terms of whether they are used more often with 1 structure or the other. For instance, in a sentence such as "Bop the bunny with the flower," the phrase "with the flower" is more likely to indicate an instrument with which to…
Descriptors: Verbs, Syntax, Bias, Lifelong Learning
Beaujean, A. Alexander; Morgan, Grant B. – Practical Assessment, Research & Evaluation, 2016
Education researchers often study count variables, such as times a student reached a goal, discipline referrals, and absences. Most researchers that study these variables use typical regression methods (i.e., ordinary least-squares) either with or without transforming the count variables. In either case, using typical regression for count data can…
Descriptors: Multiple Regression Analysis, Educational Research, Least Squares Statistics, Models
Blick, Michele; Nicholson, Tom; Chapman, James; Berman, Jeanette – Australian Journal of Learning Difficulties, 2017
This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues…
Descriptors: Decoding (Reading), Reading Difficulties, Comprehension, Miscue Analysis
Viana, Fernanda Leopoldina; Pérez-Pereira, Miguel; Cadime, Irene; Silva, Carla; Santos, Sandra; Ribeiro, Iolanda – First Language, 2017
The main aims of this study were to investigate the relationship between the lexical size and the emergence of morphological and syntactic markers in toddlers between the ages of 16 and 30 months and to compare these results between Galician and European Portuguese. Parents of 3012 Portuguese toddlers and those of 1081 Galician toddlers completed…
Descriptors: Syntax, Morphology (Languages), Toddlers, Vocabulary Development
Tong, Xiuhong; Tong, Xiuli; Shu, Hua; Chan, Shingfong; McBride-Chang, Catherine – Journal of Research in Reading, 2014
This study aimed to investigate the association between syntactic awareness and discourse-level reading comprehension in 136 Hong Kong Chinese children. These children, aged 11, from a longitudinal study, were administered a set of cognitive and linguistic measures. Partial correlational analyses showed that children's performances in two…
Descriptors: Foreign Countries, Reading Comprehension, Syntax, Longitudinal Studies
Faretta-Stutenberg, Mandy; Morgan-Short, Kara – Second Language Research, 2018
In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting…
Descriptors: Correlation, Individual Differences, Cognitive Ability, Study Abroad
Kyle, Kristopher; Crossley, Scott – Language Testing, 2017
Over the past 45 years, the construct of syntactic sophistication has been assessed in L2 writing using what Bulté and Housen (2012) refer to as absolute complexity (Lu, 2011; Ortega, 2003; Wolfe-Quintero, Inagaki, & Kim, 1998). However, it has been argued that making inferences about learners based on absolute complexity indices (e.g., mean…
Descriptors: Syntax, Verbs, Second Language Learning, Word Frequency
Nielsen, Diane Corcoran; Luetke, Barbara; McLean, Meigan; Stryker, Deborah – American Annals of the Deaf, 2016
Research suggests that English-language proficiency is critical if students who are deaf or hard of hearing (D/HH) are to read as their hearing peers. One explanation for the traditionally reported reading achievement plateau when students are D/HH is the inability to hear insalient English morphology. Signing Exact English can provide visual…
Descriptors: Deafness, Hearing Impairments, Reading Skills, Reading Achievement
Tuller, Laurice; Hamann, Cornelia; Chilla, Solveig; Ferré, Sandrine; Morin, Eléonore; Prevost, Philippe; dos Santos, Christophe; Abed Ibrahim, Lina; Zebib, Racha – International Journal of Language & Communication Disorders, 2018
Background: The detection of specific language impairment (SLI) in children growing up bilingually presents particular challenges for clinicians. Non-word repetition (NWR) and sentence repetition (SR) tasks have proven to be the most accurate diagnostic tools for monolingual populations, raising the question of the extent of their usefulness in…
Descriptors: Foreign Countries, Language Impairments, Bilingualism, Speech Therapy
Nurhayati, Dwi Astuti Wahyu; Djatmika; Santosa, Riyadi; Wiratno, Tri – Dinamika Ilmu, 2017
This research examines the two factors which effect on the raising of Indonesian morphology-syntactical interference. It aimed at delineating the potential effect of these two factors on the arising of Indonesian morphology-syntactical interference of undergraduate students majoring in English department of State Islamic Institute of Tulungagung…
Descriptors: Foreign Countries, Morphology (Languages), Syntax, Interference (Language)
Nic Fhlannchadha, Siobhán; Hickey, Tina M. – First Language, 2017
An in-depth examination of the acquisition of grammatical gender has not previously been conducted for Irish, an endangered indigenous language now typically acquired simultaneously with English, or as L2. Children acquiring Irish must contend with the opacity of the Irish gender system and the plurifunctionality of the inflections used to mark…
Descriptors: Irish, Language Acquisition, Grammar, Form Classes (Languages)
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
Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa – Reading Research Quarterly, 2017
This study examined the Chinese written composition development of elementary-grade students in relation to the simple view of writing. Measures of nonverbal reasoning ability, component skills of transcription (stroke sequence knowledge, word spelling, and handwriting fluency), oral language (definitional skill, oral narrative skills, and…
Descriptors: Chinese, Foreign Countries, Elementary School Students, Writing (Composition)
Nielsen, Kathleen; Abbott, Robert; Griffin, Whitney; Lott, Joe; Raskind, Wendy; Berninger, Virginia W. – Learning Disabilities: A Multidisciplinary Journal, 2016
The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word…
Descriptors: Evidence Based Practice, Reading Achievement, Writing Evaluation, Dyslexia
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