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Direct linkPretorius, Melissa J.; le Roux, Mia; Geertsema, Salomé – Communication Disorders Quarterly, 2022
This study investigated the correlation and predictive capacity of verbal working memory (VWM) to the reading comprehension of children in their first language (L1) and second language (L2). The term verbal working memory refers to a cognitive system with a limited capacity that can hold and manipulate verbal and auditory information temporarily.…
Descriptors: Short Term Memory, Verbal Communication, Reading Comprehension, Correlation
Ha, Hung Tan – Language Testing in Asia, 2021
The article presents an empirical study that investigates the single- and cross-modality relationships between different dimensions of receptive vocabulary knowledge and language skills, as well as the importance of academic vocabulary knowledge in academic listening and reading comprehension. An Updated Vocabulary Levels Test (UVLT), a Vietnamese…
Descriptors: Second Language Learning, Second Language Instruction, Vocabulary Development, Word Lists
Pae, Tae-Il – Reading Research Quarterly, 2019
This study examines relations between the first language (L1) and second language (L2) in reading and writing for 211 upper middle school Korean students learning English as a foreign language. Results using path analysis suggest that L1 ability is a significant independent predictor of L2 ability in both reading and writing, providing evidence of…
Descriptors: Native Language, Second Language Learning, Transfer of Training, English (Second Language)
De Wilde, Vanessa; Brysbaert, Marc; Eyckmans, June – Language Learning, 2020
This study aimed to investigate which word-related variables play a role in Dutch-speaking children's L2 word learning through out-of-school exposure prior to classroom instruction in the foreign language. We used different measures to investigate the role of frequency, concreteness, cognateness, and age of acquisition (AoA) in receptive…
Descriptors: Language Proficiency, Second Language Learning, Vocabulary Development, Receptive Language
Wawire, Brenda Aromu; Zuilkowski, Stephanie Simmons – International Multilingual Research Journal, 2021
The present study explored the role of vocabulary and decoding skills in predicting reading comprehension, utilizing data from 322 first- grade children from four elementary schools in Kenya. The children were administered a comprehensive battery of tests to assess pseudo-word reading skills, oral reading fluency, reading comprehension, and…
Descriptors: Vocabulary Development, Decoding (Reading), Language Skills, Reading Comprehension
Hendrikx, Isa; Van Goethem, Kristel – International Journal of Bilingual Education and Bilingualism, 2023
Languages differ in their preferences for particular intensifying constructions. While intensifying adjectival compounds (IACs) (e.g. "ijskoud, ice-cold") are productively used to express intensification in Dutch and English, in French this construction is hardly productive. Consequently, French-speaking learners may encounter…
Descriptors: Content and Language Integrated Learning, English (Second Language), Second Language Learning, Second Language Instruction
Talli, Ioanna; Stavrakaki, Stavroula – First Language, 2020
This article investigates verbal short-term memory (vSTM) and verbal working memory (vWM) abilities and their relation to lexical and syntactic abilities in monolingual (mono-) and bilingual (bi-) children with Developmental Language Disorder (DLD) and typical development (TD). The authors employed the following tasks: vSTM (non-word repetition…
Descriptors: Short Term Memory, Verbal Ability, Syntax, Language Impairments
Hovsepian, Alice – First Language, 2018
Four-year-old (n = 20) and five-year-old (n = 22) bilingual children were tested twice in six months on Armenian (minority language) and English (majority language) picture identification and picture naming tasks to examine receptive and expressive vocabulary growth in both languages. Parental education, Armenian/English language exposure, and…
Descriptors: Vocabulary Development, Predictor Variables, Bilingualism, Language Minorities
Cohen, Cathy – International Journal of Bilingual Education and Bilingualism, 2016
The input factors that may cause variation in bilingual proficiency were investigated in 38 French-English bilinguals aged six to eight, of middle-to-high socio-economic status, attending an international state school in France. Data on children's current and cumulative language exposure and family background were collected through questionnaires…
Descriptors: Young Children, Bilingual Students, French, English
