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Rebecca E. Winter; Heidrun Stoeger; Sebastian P. Suggate – First Language, 2024
A growing body of research suggests that fine motor skills (FMS) are associated with language development. In this study, we examined 76 children aged 3-6 years assessing the link between language and FMS. Specific measures included receptive and expressive vocabulary, oral narrative skills, and various fine motor tasks. Hierarchical linear…
Descriptors: Foreign Countries, Preschool Children, Kindergarten, Early Childhood Education
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Krista Byers-Heinlein; Ana Maria Gonzalez-Barrero; Esther Schott; Hilary Killam – First Language, 2024
Vocabulary size is a crucial early indicator of language development, for both monolingual and bilingual children. Assessing vocabulary in bilingual children is complex because they learn words in two languages, and there remains significant controversy about how to best measure their vocabulary size, especially in relation to monolinguals. This…
Descriptors: Infants, Toddlers, French, English Language Learners
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Golnoosh Golmohammadi; Farhad Sakhai; Faezeh Asadollahpour; Kiana Nouhi; Naemeh Jafari; Zahra Baghejari – First Language, 2024
This study aimed to adapt and validate the Word Complexity Measure (WCM) for Persian-speaking toddlers. The WCM is a tool for assessing phonological complexity, originally proposed by Stoel-Gammon. The study was conducted in two phases: (1) adapting the WCM parameters to the Persian language and (2) conducting a validation study with 60…
Descriptors: Toddlers, Measures (Individuals), Indo European Languages, Pictorial Stimuli
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Rantalainen, Katariina; Paavola-Ruotsalainen, Leila; Kunnari, Sari – First Language, 2022
This study investigated responsive and directive speech from 60 Finnish mothers to their 2-year-old children, as well as correlations with concurrent and later vocabulary. Possible gender differences with regard to both maternal speech and children's vocabulary skills were considered. There were no gender differences in maternal utterance…
Descriptors: Foreign Countries, Mothers, Toddlers, Parent Child Relationship
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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
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Zebib, Racha; Tuller, Laurice; Hamann, Cornelia; Abed Ibrahim, Lina; Prévost, Philippe – First Language, 2020
Sentence repetition (SR) tasks have been shown to be excellent indicators of Developmental Language Disorder (DLD). However, there is still no consensus about which core ability they measure: language vs. Verbal Short-Term Memory (VSTM) and Verbal Working Memory (WM). Moreover, very few studies have investigated whether variables predicting SR…
Descriptors: Sentences, Repetition, Syntax, Verbal Communication
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Korat, Ofra; Shneor, Daphna – First Language, 2019
This study examines whether an e-book with a dictionary could support parents' mediation of new words during shared book reading, more than the child's independent reading of an e-book with and without a dictionary. The participants included 128 kindergartners and 64 mothers who were randomly divided into four groups: independent reading of the…
Descriptors: Electronic Publishing, Low Income Groups, Books, Dictionaries
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Kalashnikova, Marina; Mattock, Karen; Monaghan, Padraic – First Language, 2016
Mutual exclusivity (ME) refers to the assumption that there are one-to-one relations between linguistic forms and their meanings. It is used as a word-learning strategy whereby children tend to map novel labels to unfamiliar rather than familiar referents. Previous research has indicated a relation between ME and vocabulary development, which…
Descriptors: Vocabulary Development, Receptive Language, Infants, Correlation
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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
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Blom, Elma; Boerma, Tessel; Bosma, Evelyn; Cornips, Leonie; van den Heuij, Kirsten; Timmermeister, Mona – First Language, 2020
Various studies have shown that bilingual children score lower than their monolingual peers on standardized receptive vocabulary tests. This study investigates if this effect is moderated by language distance. Dutch receptive vocabulary was tested with the Peabody Picture Vocabulary Test (PPVT). The impact of cross-language distance was examined…
Descriptors: Transfer of Training, Bilingualism, At Risk Students, Vocabulary Development
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Wray, Charlotte; Norbury, Courtenay Frazier – First Language, 2018
Parent-child interaction plays a crucial role in early language acquisition. In young typically developing children, direct and indirect relationships between parent gesture, child gesture and child language have been observed. Far less is known about these relationships in atypical language development. The present study investigated parent…
Descriptors: Parent Child Relationship, Nonverbal Communication, Language Acquisition, Problem Solving
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Hovsepian, Alice – First Language, 2017
The purpose of this study was to develop a parallel bilingual vocabulary measure for the comparative study of receptive and expressive vocabulary growth in young Armenian-English bilinguals. The measure was comprised of four independent vocabulary lists equivalent on age of acquisition ratings. The lists were counterbalanced across four tasks,…
Descriptors: Foreign Countries, Vocabulary Development, Outcome Measures, Bilingual Education
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Vaahtoranta, Enni; Suggate, Sebastian; Jachmann, Cornelia; Lenhart, Jan; Lenhard, Wolfgang – First Language, 2018
Shared reading represents an established practice to foster preschool vocabulary development, particularly when coupled with explicit instruction in word meanings. However, a question remains as to whether explicit word definitions detract from story delivery and hence language learning. Accordingly, this study compared explicit versus…
Descriptors: Vocabulary Development, Story Telling, Language Acquisition, Preschool Children
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Talli, Ioanna; Tsalighopoulos, Miltiadis; Okalidou, Areti – First Language, 2018
Weak performance in short-term memory (STM) in children with cochlear implants (CI) may have an impact on vocabulary development. Vocabulary, phonological STM (non-word repetition), phonological/verbal STM (digit span) and rapid naming measures were administered to 15 Greek-speaking children with CI (ages 4;6-8;6) and to chronological age (CA) and…
Descriptors: Correlation, Assistive Technology, Naming, Greek
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Smolík, Filip; Bláhová, Veronika – First Language, 2017
Two experiments examined Czech children's comprehension of grammatical number marking in verbs. Children were presented with picture pairs involving one or multiple participants in the same action, and were asked to point to the picture described by a recorded sentence. Experiment 1 (N = 72, age 3;0-4;7) tested four types of sentences, some of…
Descriptors: Foreign Countries, Preschool Children, Reading Comprehension, Slavic Languages
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