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Richenda Wright; Salomé Geertsema; Mia Le Roux; Elodie Winckel; Ewa Dabrowska – Reading & Writing: Journal of the Literacy Association of South Africa, 2024
Background: Language analytic ability is well researched in the context of foreign language acquisition but its role in the acquisition of grammar in the native language is under investigation. Objectives: Our study explored the influence of language analytic ability and print exposure on receptive grammar and reading comprehension in childhood.…
Descriptors: Foreign Countries, Secondary School Students, Reading Comprehension, Reading Fluency
Beth Ann O'Brien; Artika Arshad; Siew Chin Ng – Journal of Research in Reading, 2024
Background: Accumulating evidence shows that the home literacy environment (HLE) has a potent and early influence on children's language and literacy development. However, there is a more limited understanding of HLE and its contribution to children's outcomes for simultaneous bilingual children exposed to two languages at home, particularly in…
Descriptors: Family Environment, Bilingualism, Language Skills, Literacy
Christina Weiland; Lillie Moffett; Paola Guerrero Rosada; Amanda Weissman; Kehui Zhang; Michelle Maier; Catherine Snow; Meghan McCormick; JoAnn Hsueh; Jason Sachs – Grantee Submission, 2023
Classroom-level quality measures are widely used in early education settings but may mask important variation in learning experiences across children in the same classroom. This study investigates this possibility using detailed data from an observational measure of individual children's learning experiences--Individualizing Student Instruction…
Descriptors: Learning Experience, Individual Differences, Individualized Instruction, Public Schools
Novice Teachers' Use of Pedagogical Language Knowledge to Humanize Language and Literacy Development
Kidwell, Tabitha; Peercy, Megan Madigan; Tigert, Johanna; Fredricks, Daisy – TESOL Journal, 2021
This study examined how novice teachers of English for speakers of other languages (ESOL) apply their pedagogical language knowledge (PLK). The authors frame PLK as an essential contributor to teachers' ability to support multilingual students' language and literacy development, which in turn contributes to the enactment of humanizing pedagogies,…
Descriptors: Beginning Teachers, Language Teachers, Second Language Instruction, English (Second Language)
Gardiner-Walsh, Stephanie J.; Giese, Karla; Walsh, Timothy P. – Deafness & Education International, 2021
The mention of Cued Speech (CS) within the field of deaf education and deaf studies is sure to spark some strong opinions. In this systematic review of the literature, the existing evidence related to the use of CS is examined thematically. While several studies indicate differences between modalities, the purpose of this paper is not to refute…
Descriptors: Cued Speech, Educational Research, Educational History, Deafness
Westrupp, Elizabeth M.; Reilly, Sheena; McKean, Cristina; Law, James; Mensah, Fiona; Nicholson, Jan M. – Child Development, 2020
This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4-5, 6-7,…
Descriptors: Vocabulary Development, Emotional Disturbances, Receptive Language, Correlation
Kristen Secora; Tara Moore – Perspectives of the ASHA Special Interest Groups, 2023
Purpose: Understanding others' mental states including thoughts (cognitive theory of mind [ToM]) and feelings (affective ToM) is an important component of communication, particularly for individuals with communication challenges. Speech-language pathologists (SLPs) are critical members of the team that supports these individuals; however, little…
Descriptors: Speech Language Pathology, Theory of Mind, Communication Disorders, Expressive Language
Grace T. Clark – ProQuest LLC, 2024
Typically developing (TD) children, as young as four years of age, have demonstrated enhanced noun learning when orthographic representations are presented during learning tasks. This dissertation investigated the impact of orthographic support on word learning in diverse populations, focusing on children from a variety of clinical categories…
Descriptors: Written Language, Vocabulary Development, Autism Spectrum Disorders, Dyslexia
Deygers, Bart; Vanbuel, Marieke – Language Testing, 2022
The Peabody Picture Vocabulary Test (PPVT) is a widely used test of receptive vocabulary, but no researchers to date have examined the performance of low-educated, low-literate L2 adults, or compared these individuals' performances to their more highly educated peers. In this study, we used many-facet Rasch analysis and mixed-effects linear…
Descriptors: Literacy, Educational Background, Verbal Ability, Intelligence Tests
Joong won Lee; Alissa Wolters; Young-Suk Grace Kim – Grantee Submission, 2022
We examined the relation of morphological awareness with language and literacy skills, namely phonological awareness, orthographic awareness, vocabulary, word reading, spelling, text reading fluency, and reading comprehension. We also examined potential moderators of the relations (grade level, orthographic depth of language, receptive vs.…
Descriptors: Morphology (Languages), Metalinguistics, Literacy, Language Skills
Marieke Vanbuel; Bart Deygers – Language Assessment Quarterly, 2024
Recently, research in second language acquisition has seen an increased attention on low-educated low-literate (LESLLA) learners. However, few of the existing instruments to measure L2 proficiency have been validated for use with this population. In this paper, we examine how adult L2 learners with diverging educational backgrounds perform on and…
Descriptors: Receptive Language, Language Tests, Educational Background, Language Proficiency
Gogolin, Ingrid; Schnoor, Birger; Usanova, Irina – Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 2021
Throughout an educational career, literacy skills become more elaborated. However, little is known about the development of reading and writing skills in foreign languages in adolescents. In this contribution, we focused on the development of language skills in the foreign languages English and French in Germany as measured by a C-Test. Hereby, we…
Descriptors: Language Tests, Literacy, Second Language Learning, Second Language Instruction
Lucas, Carmen; Hood, Philip; Coyle, Doreen – Journal of Research in Childhood Education, 2021
The debate over an optimal age for learning a second language has been active for decades and includes dispute about whether learning derives mainly from nature or nurture. This article explores to what extent exposing native Portuguese preschool children (3-5 years old) to a specific pedagogic approach for learning English is effective in…
Descriptors: Emergent Literacy, Preschool Children, Second Language Learning, Second Language Instruction
Pianta, Robert C.; Lipscomb, Daniel; Ruzek, Erik – Child Development, 2021
This study examined indirect associations of MyTeachingPartner coaching with pre-K students' (N = 1,570; 73% low income) school readiness, via improvements of teachers' (N = 393; 47% Black; 41% Head Start) classroom interactions. Data were collected across 2008-2009 and 2009-2010 in 10 urban sites across the eastern United States. The number of…
Descriptors: Coaching (Performance), Teacher Student Relationship, Preschool Children, Preschool Education
Joong won Lee; Alissa Wolters; Young-Suk Grace Kim – Review of Educational Research, 2023
We examined the relation of morphological awareness with language and literacy skills, namely phonological awareness, orthographic awareness, vocabulary, word reading, spelling, text reading fluency, and reading comprehension. We also examined potential moderators of the relations (grade level, orthographic depth of language, receptive vs.…
Descriptors: Correlation, Morphology (Languages), Metalinguistics, Literacy