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Bilingual children and language development

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https://www.readbyqxmd.com/read/28687827/grammatical-morphology-in-monolingual-and-bilingual-children-with-and-without-language-impairment-the-case-of-dutch-plurals-and-past-participles
#1
Tessel Boerma, Frank Wijnen, Paul Leseman, Elma Blom
Purpose: Grammatical morphology is often a locus of difficulty for both children with language impairment (LI) and bilingual children. In contrast to previous research that mainly focused on verbal tense and agreement markings, the present study investigated whether plural and past participle formation can disentangle the effects of LI and bilingualism and, in addition, can point to weaknesses of LI that hold across monolingual and bilingual contexts. Method: Monolingual and bilingual children with and without LI (n = 33 per group) were tested at 2 waves with a word formation task that elicited Dutch noun plurals and past participles...
July 6, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28679455/te-reo-m%C3%A4-ori-indigenous-language-acquisition-in-the-context-of-new-zealand-english
#2
Elaine Reese, Peter Keegan, Stuart McNaughton, Te Kani Kingi, Polly Atatoa Carr, Johanna Schmidt, Jatender Mohal, Cameron Grant, Susan Morton
This study assessed the status of te reo Māori, the indigenous language of New Zealand, in the context of New Zealand English. From a broadly representative sample of 6327 two-year-olds (Growing Up in New Zealand), 6090 mothers (96%) reported their children understood English, and 763 mothers (12%) reported their children understood Māori. Parents completed the new MacArthur-Bates Communicative Development Inventory short forms for te reo Māori (NZM: CDI sf) and New Zealand English (NZE: CDI sf). Mothers with higher education levels had children with larger vocabularies in both te reo Māori and NZ English...
July 6, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28679000/english-verb-accuracy-of-bilingual-cantonese-english-preschoolers
#3
Stefano Rezzonico, Ahuva Goldberg, Trelani Milburn, Adriana Belletti, Luigi Girolametto
Purpose: Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. Method: The sample included 47 Cantonese-English bilinguals enrolled in English preschools. Half of the children were in their 1st 4 months of English language exposure, and half had completed 1 year and 4 months of exposure to English...
July 5, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28617919/the-persistence-and-functional-impact-of-english-language-difficulties-experienced-by-children-learning-english-as-an-additional-language-and-monolingual-peers
#4
Katie E Whiteside, Courtenay Frazier Norbury
Purpose: This study explored whether a monolingual-normed English language battery could identify children with English as an additional language (EAL) who have persistent English language learning difficulties that affect functional academic attainment. Method: Children with EAL (n = 43) and monolingual English-speaking children (n = 46) completed a comprehensive monolingual-normed English language battery in Year 1 (ages 5-6 years) and Year 3 (ages 7-8 years)...
June 15, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28516819/temporal-features-of-word-initial-s-stop-clusters-in-bilingual-mandarin-english-children-and-monolingual-english-children-and-adults
#5
Jing Yang
This study investigated the durational features of English word-initial /s/+stop clusters produced by bilingual Mandarin (L1)-English (L2) children and monolingual English children and adults. The participants included two groups of five- to six-year-old bilingual children: low proficiency in the L2 (Bi-low) and high proficiency in the L2 (Bi-high), one group of age-matched English children, and one group of English adults. Each participant produced a list of English words containing /sp, st, sk/ at the word-initial position followed by /a, i, u/, respectively...
May 18, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28506324/preposition-accuracy-on-a-sentence-repetition-task-in-school-age-spanish-english-bilinguals
#6
Casey L Taliancich-Klinger, Lisa M Bedore, Elizabeth D Peña
Preposition knowledge is important for academic success. The goal of this project was to examine how different variables such as English input and output, Spanish preposition score, mother education level, and age of English exposure (AoEE) may have played a role in children's preposition knowledge in English. 148 Spanish-English children between 7;0 and 9;11 produced prepositions in English and Spanish on a sentence repetition task from an experimental version of the Bilingual English Spanish Assessment Middle Extension (Peña, Bedore, Gutierrez-Clellen, Iglesias & Goldstein, in development)...
May 16, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28481658/the-effects-of-bilingual-status-on-lexical-comprehension-and-production-in-maltese-five-year-old-children-a-litmus-clt-study
#7
Daniela Gatt, Donna Attard, Magdalena Łuniewska, Ewa Haman
This article investigates whether the bilingual status of 56 typically developing children aged 60-69 months influenced their lexical abilities. The participants were identified as Maltese-dominant (Me) (n = 21), English-dominant (Em) (n = 15) and balanced bilingual (ME) (n = 20) on the basis of language exposure and proficiency, as reported by their parents. Comprehension and production of nouns and verbs were measured using Cross-Linguistic Lexical Tasks (LITMUS-CLT) in Maltese (CLT-MT) and British English (CLT-EN)...
May 8, 2017: Clinical Linguistics & Phonetics
https://www.readbyqxmd.com/read/28481641/quantitative-and-qualitative-differences-in-the-lexical-knowledge-of-monolingual-and-bilingual-children-on-the-litmus-clt-task
#8
Carmit Altman, Tamara Goldstein, Sharon Armon-Lotem
While bilingual children follow the same milestones of language acquisition as monolingual children do in learning the syntactic patterns of their second language (L2), their vocabulary size in L2 often lags behind compared to monolinguals. The present study explores the comprehension and production of nouns and verbs in Hebrew, by two groups of 5- to 6-year olds with typical language development: monolingual Hebrew speakers (N = 26), and Russian-Hebrew bilinguals (N = 27). Analyses not only show quantitative gaps between comprehension and production and between nouns and verbs, with a bilingual effect in both, but also a qualitative difference between monolinguals and bilinguals in their production errors: monolinguals' errors reveal knowledge of the language rules despite temporary access difficulties, while bilinguals' errors reflect gaps in their knowledge of Hebrew (L2)...
May 8, 2017: Clinical Linguistics & Phonetics
https://www.readbyqxmd.com/read/28448800/assessment-of-bilingual-children-what-if-testing-both-languages-is-not-possible
#9
Tessel Boerma, Elma Blom
Language delays of bilingual children can arise from language impairment (LI) but also from insufficient exposure to the target language. A reliable diagnosis of LI in bilingual children is therefore ideally based on the evaluation of both languages, as LI affects each language that is learned. However, due to the multitude of language combinations that are encountered in clinical practice, this is often not feasible. Bilingual norm-referencing may offer a solution, but the heterogeneity within the bilingual population makes it difficult to determine appropriate standards for every child...
April 10, 2017: Journal of Communication Disorders
https://www.readbyqxmd.com/read/28441085/noun-and-verb-knowledge-in-monolingual-preschool-children-across-17-languages-data-from-cross-linguistic-lexical-tasks-litmus-clt
#10
Ewa Haman, Magdalena Łuniewska, Pernille Hansen, Hanne Gram Simonsen, Shula Chiat, Jovana Bjekić, Agnė Blažienė, Katarzyna Chyl, Ineta Dabašinskienė, Pascale Engel de Abreu, Natalia Gagarina, Anna Gavarró, Gisela Håkansson, Efrat Harel, Elisabeth Holm, Svetlana Kapalková, Sari Kunnari, Chiara Levorato, Josefin Lindgren, Karolina Mieszkowska, Laia Montes Salarich, Anneke Potgieter, Ingeborg Ribu, Natalia Ringblom, Tanja Rinker, Maja Roch, Daniela Slančová, Frenette Southwood, Roberta Tedeschi, Aylin Müge Tuncer, Özlem Ünal-Logacev, Jasmina Vuksanović, Sharon Armon-Lotem
This article investigates the cross-linguistic comparability of the newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part the Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns and verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic (Afrikaans, British English, South African English, German, Luxembourgish, Norwegian, Swedish), Romance (Catalan, Italian), Semitic (Hebrew), Slavic (Polish, Serbian, Slovak) and Turkic (Turkish)...
April 25, 2017: Clinical Linguistics & Phonetics
https://www.readbyqxmd.com/read/28441074/assessing-lebanese-bilingual-children-the-use-of-cross-linguistic-lexical-tasks-in-lebanese-arabic
#11
Christel Khoury Aouad Saliby, Christophe Dos Santos, Edith Kouba Hreich, Camille Messarra
Since norms for vocabulary acquisition in Lebanese bilingual children (L1: Lebanese, L2: French and/or English) do not yet exist, clinical assessment based on normative data and using appropriate tools remains difficult for speech and language therapists. The current study focuses on exploring and comparing lexical performances of typically developing Lebanese bilingual children (32 Bi-TD, aged 5;7 to 6;9) and those with specific language impairment (10 Bi-SLI, aged 5;9 to 7;10), using cross-linguistic lexical tasks (LITMUS-CLT, COST Action IS0804, 2011) in Lebanese Arabic language (CLT-LB), specific to the Lebanese context...
April 25, 2017: Clinical Linguistics & Phonetics
https://www.readbyqxmd.com/read/28441063/validating-the-psycholinguistic-aspects-of-litmus-clt-evidence-from-polish-and-norwegian
#12
Pernille Hansen, Hanne Gram Simonsen, Magdalena Łuniewska, Ewa Haman
The novel assessment tool Cross-Linguistic Lexical Tasks (LITMUS-CLT) aims for comparable cross-linguistic assessment of multilingual children's lexical skills by basing each language version on two language-specific variables: age of acquisition (AoA) and complexity index (CI), a novel measure related to phonology, morphology, exposure and etymology. This article investigates the validity of this methodology, asking whether the underlying properties are robust predictors of children's performance. The Polish and Norwegian CLTs were used to assess 32 bilingual Polish-Norwegian, 34 monolingual Norwegian and 36 monolingual Polish children...
April 25, 2017: Clinical Linguistics & Phonetics
https://www.readbyqxmd.com/read/28421645/grammaticality-differences-between-spanish-speaking-children-with-specific-language-impairment-and-their-typically-developing-peers
#13
Donna Jackson-Maldonado, Ricardo Maldonado
BACKGROUND: A limited number of studies have analyzed grammaticality in monolingual Spanish-speaking children with specific language impairment (SLI). Most of the available data are based on bilingual speakers. AIMS: To extend previous studies by doing a more detailed analysis of grammatical types in monolingual Spanish-speakers with and without SLI. METHODS & PROCEDURES: Forty-nine Spanish-speaking children (18 with SLI, 17 age-matched typically developing controls, 14 language-matched controls) were recruited from schools in Mexico and observed in a spontaneous narrative task...
April 18, 2017: International Journal of Language & Communication Disorders
https://www.readbyqxmd.com/read/28405906/cross-linguistic-transfer-in-bilinguals-reading-in-two-alphabetic-orthographies-the-grain-size-accommodation-hypothesis
#14
REVIEW
Marie Lallier, Manuel Carreiras
Reading acquisition is one of the most complex and demanding learning processes faced by children in their first years of schooling. If reading acquisition is challenging in one language, how is it when reading is acquired simultaneously in two languages? What is the impact of bilingualism on the development of literacy? We review behavioral and neuroimaging evidence from alphabetic writing systems suggesting that early bilingualism modulates reading development. Particularly, we show that cross-linguistic variations and cross-linguistic transfer affect bilingual reading strategies as well as their cognitive underpinnings...
April 12, 2017: Psychonomic Bulletin & Review
https://www.readbyqxmd.com/read/28382120/outcomes-of-late-implantation-in-usher-syndrome-patients
#15
Ana Cristina H Hoshino, Agustina Echegoyen, Maria Valéria Schmidt Goffi-Gomez, Robinson Koji Tsuji, Ricardo Ferreira Bento
Introduction Usher syndrome (US) is an autosomal recessive disorder characterized by hearing loss and progressive visual impairment. Some deaf Usher syndrome patients learn to communicate using sign language. During adolescence, as they start losing vision, they are usually referred to cochlear implantation as a salvage for their new condition. Is a late implantation beneficial to these children? Objective The objective of this study is to describe the outcomes of US patients who received cochlear implants at a later age...
April 2017: International Archives of Otorhinolaryngology
https://www.readbyqxmd.com/read/28359995/cognitive-advantages-of-immersion-education-after-1year-effects-of-amount-of-exposure
#16
COMPARATIVE STUDY
Danka Purić, Jasmina Vuksanović, Vasiliki Chondrogianni
Previous studies with bilingual children have shown that the nature of their second-language instruction has an effect on the development of their cognitive abilities. The aim of this study was to determine whether children who acquire a second language in two different immersion programs for a period of 1year show advantages in executive functions and to examine how the amount of daily exposure affects executive functions. A group of Serbian-speaking second-grade children exposed to the second language for about 5h each day (high exposure group, HEG) and a low-exposure group (LEG) exposed to the second language for about 1...
July 2017: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/28267801/t-complex-measures-in-bilingual-spanish-english-and-turkish-german-children-and-monolingual-peers
#17
Tanja Rinker, Valerie L Shafer, Markus Kiefer, Nancy Vidal, Yan H Yu
BACKGROUND: Lateral temporal neural measures (Na and T-complex Ta and Tb) of the auditory evoked potential (AEP) index maturation of auditory/speech processing. These measures are also sensitive to language experience in adults. This paper examined neural responses to a vowel sound at temporal electrodes in four- to five-year-old Spanish-English bilinguals and English monolinguals and in five- to six-year-old Turkish-German bilinguals and German monolinguals. The goal was to determine whether obligatory AEPs at temporal electrode sites were modulated by language experience...
2017: PloS One
https://www.readbyqxmd.com/read/28245341/language-use-contributes-to-expressive-language-growth-evidence-from-bilingual-children
#18
Krystal M Ribot, Erika Hoff, Andrea Burridge
The unique relation of language use (i.e., output) to language growth was investigated for forty-seven 30-month-old Spanish-English bilingual children (27 girls, 20 boys) whose choices of which language to speak resulted in their levels of English output differing from their levels of English input. English expressive vocabularies and receptive language skills were assessed at 30, 36, and 42 months. Longitudinal multilevel modeling indicated an effect of output on expressive vocabulary growth only. The finding that output specifically benefits the development of expressive language skill has implications for understanding effects of language use on language skill in monolingual and bilingual development, and potentially, for understanding consequences of cultural differences in how much children are expected to talk in conversation with adults...
February 28, 2017: Child Development
https://www.readbyqxmd.com/read/28229511/what-explains-the-correlation-between-growth-in-vocabulary-and-grammar-new-evidence-from-latent-change-score-analyses-of-simultaneous-bilingual-development
#19
Erika Hoff, Jamie M Quinn, David Giguere
A close relationship between children's vocabulary size and the grammatical complexity of their speech is well attested but not well understood. The present study used latent change score modeling to examine the dynamic relationships between vocabulary and grammar growth within and across languages in longitudinal data from 90 simultaneous Spanish-English bilingual children who were assessed at 6-month intervals between 30 and 48 months. Slopes of vocabulary and grammar growth were strongly correlated within each language and showed moderate or nonsignificant relationships across languages...
February 22, 2017: Developmental Science
https://www.readbyqxmd.com/read/28196376/autism-and-bilingualism-a-qualitative-interview-study-of-parents-perspectives-and-experiences
#20
Sarah Hampton, Hugh Rabagliati, Antonella Sorace, Sue Fletcher-Watson
Purpose: Research into how bilingual parents of children with autism spectrum disorder (ASD) make choices about their children's language environment is scarce. This study aimed to explore this issue, focusing on understanding how bilingual parents of children with ASD may make different language exposure choices compared with bilingual parents of children without ASD. Method: Semistructured qualitative interviews were conducted with 17 bilingual parents with a child with ASD and 18 bilingual parents with a typically developing (TD) child...
February 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
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