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Direct linkSmolander, Sini; Laasonen, Marja; Arkkila, Eva; Lahti-Nuuttila, Pekka; Kunnari, Sari – International Journal of Language & Communication Disorders, 2021
Background: Language exposure is known to be a key factor influencing bilingual vocabulary development in typically developing (TD) children. There is, however, a lack of knowledge in terms of exposure effects in children with developmental language disorder (DLD) and, especially, in interaction with age of onset (AoO) of second language…
Descriptors: Child Language, Bilingual Students, Kindergarten, Young Children
Junyi Yang; Joshua F. Lawrence; Vibeke Grøver – First Language, 2024
While it is established that parental "wh"-questions, as a high-quality language input, are associated with child language outcome, less is known about the role of children's "wh"-questions in their language development. This study examines whether children's "wh"-questions during a dinnertime conversation are…
Descriptors: Questioning Techniques, Parent Child Relationship, Family Characteristics, Expressive Language
Wright Karem, Rachel; Washington, Karla N. – Language, Speech, and Hearing Services in Schools, 2021
Purpose: The aim of this study was to investigate the appropriateness of standardized assessments of expressive grammar and vocabulary in a sample of preschool-age dual language learners (DLLs) who use Jamaican Creole (JC) and English. Adult models from the same linguistic community as these children were used to inform culturally and…
Descriptors: Bilingualism, Standardized Tests, Preschool Children, Expressive Language
Tan, Tony Xing; Loker, Troy; Dedrick, Robert F.; Marfo, Kofi – Journal of Child Language, 2012
In this study we investigated adopted Chinese girls' expressive English language outcomes in relation to their age at adoption, chronological age, length of exposure to English and developmental risk status at the time of adoption. Vocabulary and phrase utterance data on 318 girls were collected from the adoptive mothers using the Language…
Descriptors: Age, Females, Foreign Countries, Expressive Language
Download full textBoyce, Lisa K.; Gillam, Sandra L.; Innocenti, Mark S.; Cook, Gina A.; Ortiz, Eduardo – First Language, 2013
The purpose of the study was to evaluate the language status of 120 young, Latino dual language learners living in poverty in the United States. Maternal language input and home language and literacy environments were examined with regard to language development at 24 and 36 months. Results suggested that even when combining English and Spanish…
Descriptors: Linguistic Input, Spanish, Literacy, Poverty
