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Bilingual children and language development

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https://www.readbyqxmd.com/read/29625435/the-impact-of-individual-differences-on-a-bilingual-vocabulary-approach-for-latino-preschoolers
#1
Lucía I Méndez, Elizabeth R Crais, Kirsten Kainz
Purpose: The purpose of this study was twofold: First, we replicated in a new sample our previous findings that a culturally and linguistically responsive (CLR) bilingual approach for English vocabulary instruction for preschool Latino dual language learners was effective. Subsequently, we investigated whether the positive effect of CLR instruction varies as a function of individual child characteristics, including baseline vocabulary levels and gender. Method: Using a randomized pretest-posttest follow-up group design, we first replicated our previous study (N = 42) with a new sample by randomly assigning 35 Spanish-speaking Latino preschoolers to a CLR bilingual group or an English-only group...
April 6, 2018: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/29625426/using-language-specific-and-bilingual-measures-to-explore-lexical-grammatical-links-in-young-latino-dual-language-learners
#2
Gabriela Simon-Cereijido, Lucía I Méndez
Purpose: This study examined the nature of the relation between language-specific vocabulary and conceptual lexical-semantic skills with grammatical abilities within and across languages in preschool Latino dual language learners (DLLs). Method: Sixty-one typically developing, Spanish-English speaking DLLs from preschools serving low-income families participated in the study. Lexical, semantic, and grammar skills were assessed toward the end of the fall in both Spanish and English using normative and researcher-developed assessment instruments...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621806/understanding-disorder-within-variation-production-of-english-grammatical-forms-by-english-language-learners
#3
Lisa M Bedore, Elizabeth D Peña, Jissel B Anaya, Ricardo Nieto, Mirza J Lugo-Neris, Alisa Baron
Purpose: This study examines English performance on a set of 11 grammatical forms in Spanish-English bilingual, school-age children in order to understand how item difficulty of grammatical constructions helps correctly classify language impairment (LI) from expected variability in second language acquisition when taking into account linguistic experience and exposure. Method: Three hundred seventy-eight children's scores on the Bilingual English-Spanish Assessment-Middle Extension (Peña, Bedore, Gutiérrez-Clellen, Iglesias, & Goldstein, 2008) morphosyntax cloze task were analyzed by bilingual experience groups (high Spanish experience, balanced English-Spanish experience, high English experience, ability (typically developing [TD] vs...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621805/evaluating-english-morpheme-accuracy-diversity-and-productivity-measures-in-language-samples-of-developing-bilinguals
#4
Irina Potapova, Sophia Kelly, Philip N Combiths, Sonja L Pruitt-Lord
Purpose: This work explores the clinical relevance of three measures of morpheme use for preschool-age Spanish-English bilingual children with varying language skills. The 3 measures reflect accuracy, diversity (the tense marker total), and productivity (the tense and agreement productivity score [TAP score]) of the English tense and agreement system. Method: Measures were generated from language samples collected at the beginning and end of the participants' preschool year...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29620386/a-cross-language-study-of-decontextualized-vocabulary-comprehension-in-toddlerhood-and-kindergarten-readiness
#5
Margaret Friend, Erin Smolak, Yushuang Liu, Diane Poulin-Dubois, Pascal Zesiger
Recent studies demonstrate that emerging literacy depends on earlier language achievement. Importantly, most extant work focuses on parent-reported production prior to 30 months of age. Of interest is whether and how directly assessed vocabulary comprehension in the 2nd year of life supports vocabulary and kindergarten readiness in the 4th year. We first contrasted orthogonal indices of parent-reported production and directly assessed vocabulary comprehension and found that comprehension was a stronger predictor of child outcomes...
April 5, 2018: Developmental Psychology
https://www.readbyqxmd.com/read/29577246/labels-or-concepts-the-development-of-semantic-networks-in-bilingual-two-year-olds
#6
Amel Jardak, Krista Byers-Heinlein
The adult lexicon links concepts and labels with related meanings (e.g., dog-cat). How do children's encounters with concepts versus labels contribute to semantic development? Three studies investigated semantic priming in 40 monolinguals and 32 bilinguals, who have similar experience with concepts but different experience with labels (i.e., monolinguals hear "dog," bilinguals hear "dog" and "chien"). Similarities in performance across monolinguals and bilinguals at age 24 months, as well as across bilinguals' two languages at age 30 months, support the position that encounters with concepts contribute more to early semantic development than encounters with labels...
March 26, 2018: Child Development
https://www.readbyqxmd.com/read/29482427/immunization-and-technology-among-newcomers-a-needs-assessment-survey-for-a-vaccine-tracking-app
#7
Michelle Paradis, Katherine M Atkinson, Charles Hui, David Ponka, Douglas G Manuel, Paula Day, Malia Sq Murphy, Ruth Rennicks White, Kumanan Wilson
OBJECTIVES: Newcomers experience unique challenges with respect to vaccination, challenges that are compounded by the need to navigate complex vaccination catch-up schedules upon arrival in Canada. Our group has pioneered the development of CANImmunize, a free, bilingual, pan-Canadian digital application designed to empower individuals to manage their vaccination records. To inform how a vaccine tracking app, such as CANImmunize might be tailored to meet the unique needs of newcomers, this study sought to determine commonly spoken languages, technology use, and current methods of vaccine tracking among recent newcomers to Canada...
February 26, 2018: Human Vaccines & Immunotherapeutics
https://www.readbyqxmd.com/read/29468696/i-introduction
#8
Caroline Floccia, Thomas D Sambrook, Claire Delle Luche, Rosa Kwok, Jeremy Goslin, Laurence White, Allegra Cattani, Emily Sullivan, Kirsten Abbot-Smith, Andrea Krott, Debbie Mills, Caroline Rowland, Judit Gervain, Kim Plunkett
The majority of the world's children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to language assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish, and Welsh)...
March 2018: Monographs of the Society for Research in Child Development
https://www.readbyqxmd.com/read/29468692/advances-in-the-assessment-of-young-bilinguals-comments-on-floccia-et-al
#9
Erika Hoff, Cynthia Core
In this article, we comment on the significant contributions to science and to clinical practice made by Floccia et al.'s study of over 400 bilingual 2-year-old children. To science, this work contributes new findings on the linguistic factors that make some pairs of languages easier to learn than others and rich data on the environmental factors that influence bilingual development. Their results provide clues to the nature of the language learning process. To clinical practice, Floccia et al. contribute a new instrument for the diagnosis of risk for language impairment in bilingual children and a new method for the development of assessment instruments more generally...
March 2018: Monographs of the Society for Research in Child Development
https://www.readbyqxmd.com/read/29466557/bilingualism-and-procedural-learning-in-typically-developing-children-and-children-with-language-impairment
#10
Jisook Park, Carol A Miller, David A Rosenbaum, Teenu Sanjeevan, Janet G van Hell, Daniel J Weiss, Elina Mainela-Arnold
Purpose: The aim of this study was to investigate whether dual language experience affects procedural learning ability in typically developing children and in children with specific language impairment (SLI). Method: We examined procedural learning in monolingual and bilingual school-aged children (ages 8-12 years) with and without SLI. The typically developing children (35 monolinguals, 24 bilinguals) and the children with SLI (17 monolinguals, 10 bilinguals) completed a serial reaction time task...
February 19, 2018: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/29466535/cross-linguistic-cognate-production-in-spanish-english-bilingual-children-with-and-without-specific-language-impairment
#11
Stephanie M Grasso, Elizabeth D Peña, Lisa M Bedore, J Gregory Hixon, Zenzi M Griffin
Purpose: Bilinguals tend to produce cognates (e.g., telephone in English and teléfono in Spanish) more accurately than they produce noncognates (table/mesa). We tested whether the same holds for bilingual children with specific language impairment (SLI). Method: Participants included Spanish-English bilingual children (aged 5;0 to 9;11 [years;months]), 25 with SLI and 92 without, who had comparable language experience. Cognate and noncognate items were taken from English and Spanish versions of the Expressive One-Word Picture Vocabulary Test (Brownell, 2000, 2001)...
February 19, 2018: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/29447820/how-does-a-bilingual-environment-affect-the-results-in-children-with-cochlear-implants-compared-to-monolingual-matched-children-an-italian-follow-up-study
#12
Francesca Forli, Giada Giuntini, Annalisa Ciabotti, Luca Bruschini, Ulrika Löfkvist, Stefano Berrettini
OBJECTIVES: To compare the results after cochlear implantation achieved by monolingual and bilingual deaf children implanted at our Institution, with the aim of understanding if there are any differences between the two groups and if there is a correlation between the outcomes and some patients' variables. METHODS: The study group was composed by 14 bilingual deaf children and the control group by the same number of monolingual children implanted at our Institution...
February 2018: International Journal of Pediatric Otorhinolaryngology
https://www.readbyqxmd.com/read/29426787/direct-object-pronoun-sentence-processing-in-spanish-english-children-with-without-specific-language-impairment-and-adults-a-cross-modal-priming-study
#13
Dolors Girbau
PURPOSE: This paper examines whether bilingual children with Specific Language Impairment (SLI) showed limited comprehension of Direct Object (DO) pronoun sentences and/or morphosyntactic priming compared to children with Typical Language Development (TLD) and adults. We analyzed the relation of these morphosyntactic processes to other psycholinguistic abilities, according to the MUC (Memory-Unification-Control) model. METHOD: Ten bilingual native Spanish-speaking children with SLI (8;3-10;6) and 10 age-matched children with TLD (7;6-10;10) received a psycholinguistic evaluation in Spanish-English...
February 2, 2018: Journal of Communication Disorders
https://www.readbyqxmd.com/read/29415675/teaching-children-road-safety-through-storybooks-an-approach-to-child-health-literacy-in-pakistan
#14
Haris Ahmad, Rubaba Naeem, Asher Feroze, Nukhba Zia, Amarah Shakoor, Uzma Rahim Khan, Asad Iqbal Mian
BACKGROUND: Road traffic injuries (RTIs) commonly affect the younger population in low- and-middle-income countries. School children may be educated about road safety using storybooks with colorful pictures, which tends to increase the child's interest in the text. Therefore, this study assessed the use of bilingual pictorial storybooks to improve RTI prevention knowledge among school children. METHODS: This pretest-posttest study was conducted in eight public and nine private schools of Karachi, Pakistan, between February to May 2015...
February 7, 2018: BMC Pediatrics
https://www.readbyqxmd.com/read/29398881/the-complexity-of-the-spanish-subjunctive-in-bilingual-children-with-sli
#15
Anny P Castilla-Earls, Ana Teresa Perez-Leroux, María Adelaida Restrepo, Daniel Gaile, Ziqiang Chen
This study investigated the use of the Spanish subjunctive in bilingual children with and without specific language impairments (SLI). Using an elicited production task, we examined: (1) the potential of the subjunctive as a grammatical marker of SLI in Spanish-English bilingual children, (2) the extent to which degree of bilingualism affects performance, and (3) the specific patterns of errors across groups. The participants in this study were 16 children with SLI and 16 typically developing children (TD) matched on age, English language proficiency, and mother's education level...
2018: Language Acquisition
https://www.readbyqxmd.com/read/29351038/early-reading-abilities-of-bilingual-children-with-nonsyndromic-orofacial-clefts
#16
Michelle Heng Yue Cheong, Selena Ee-Li Young, Dawn Patricia Chuan Yu Young, Mary Lay Choo Lee, Susan Jane Rickard Liow
OBJECTIVE: To investigate the early reading abilities, and related cognitive-linguistic processes, in bilingual children with nonsyndromic cleft lip and/or palate (CL/P), and to identify deficits that might be amenable to intervention. DESIGN AND PARTICIPANTS: Bilingual participants with CL/P aged 5 to 6 years who were English-dominant ( n=17) or Mandarin-dominant ( n=18) were recruited using consecutive sampling from a national cleft treatment center and matched pairwise to a sample of typically developing (TD) children on language dominance, age, and socioeconomic status...
February 2018: Cleft Palate-craniofacial Journal
https://www.readbyqxmd.com/read/29327801/tense-and-plural-formation-in-welsh-english-bilingual-children-with-and-without-language-impairment
#17
Vasiliki Chondrogianni, Nerys John
BACKGROUND: Grammatical morphology has been shown to be problematic for children with specific language impairment (SLI) or developmental language disorder (DLD). Most research on this topic comes from widely spoken languages, such as English. Despite Welsh being the most extensively spoken indigenous in the UK after English, and Wales being the only official bilingual country in the UK, our knowledge about the morphosyntactic areas of Welsh that may pose problems for Welsh-speaking children with SLI is limited...
January 12, 2018: International Journal of Language & Communication Disorders
https://www.readbyqxmd.com/read/29283595/language-specificity-in-the-relation-of-maternal-education-to-bilingual-children-s-vocabulary-growth
#18
Erika Hoff, Andrea Burridge, Krystal M Ribot, David Giguere
The robust relation between maternal education and child language that is observed in monolingual populations has not been reliably replicated among bilingual children from immigrant families in the United States. We hypothesized that a variable that operates in immigrant populations-the language in which mothers achieved their highest level of education, is relevant to the benefits of maternal education to children's language growth. The participants were 92 U.S.-born bilingually developing children (47 boys, 45 girls) with native Spanish-speaking immigrant mothers...
December 28, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/29280503/once-a-french-speaker-always-a-french-speaker-bilingual-children-s-thinking-about-the-stability-of-language
#19
Jocelyn B Dautel, Katherine D Kinzler
Despite early emerging and impressive linguistic abilities, young children demonstrate ostensibly puzzling beliefs about the nature of language. In some circumstances monolingual children even express the belief that an individual's language is more stable than her race. The present research investigated bilingual children's thinking about the relative stability of language and race (Kinzler & Dautel, 2012). Five-to six-year-old bilingual children were asked to judge whether a target child who varied in race (White or Black) and language (English or French) would grow up to be an adult who maintained the target child's race or her language...
December 27, 2017: Cognitive Science
https://www.readbyqxmd.com/read/29248615/exploring-the-neural-correlates-of-lexical-stress-perception-in-english-among-chinese-english-bilingual-children-with-autism-spectrum-disorder-an-erp-study
#20
Juan Zhang, Yaxuan Meng, Xiuhong Tong, Zhen Yuan, Chenggang Wu, Sao Leng Ieong
Previous studies found that individuals with autism spectrum disorder (ASD) were less sensitive to the variations of lexical stress in their native language than typically developing controls. However, no study has been conducted to explore the perception of lexical stress in the second language among individuals with ASD. Using ERPs (event-related potentials) measurement with an oddball paradigm, the current study examined and compared the neural responses by Chinese-English bilingual children with ASD and typically developing controls in the processing of English lexical stress...
February 14, 2018: Neuroscience Letters
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