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Bilingual children and language development

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https://www.readbyqxmd.com/read/27920732/the-ipad-as-a-research-tool-for-the-understanding-of-english-plurals-by-english-chinese-and-other-l1-speaking-3-and-4-year-olds
#1
Nan Xu Rattanasone, Benjamin Davies, Tamara Schembri, Fabia Andronos, Katherine Demuth
Learning about what young children with limited spoken language know about the grammar of their language is extremely challenging. Researchers have traditionally used looking behavior as a measure of language processing and to infer what overt choices children might make. However, these methods are expensive to setup, require specialized training, are time intensive for data analysis and can have considerable dropout rates. For these reasons, we have developed a forced choice task delivered on an iPad based on our eye-tracking studies with English monolinguals (Davies et al...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27917003/bilingualism-and-biliteracy-in-down-syndrome-insights-from-a-case-study
#2
REVIEW
Kelly Burgoyne, Fiona J Duff, Dea Nielsen, Anastasia Ulicheva, Margaret J Snowling
We present the case study of MB-a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for reading in English, her language of formal instruction. MB's L1 abilities were compared with those of 11 Russian-speaking typically developing monolinguals and her L2 abilities to those of 15 English-speaking typically developing monolinguals and six monolingual English-speaking children with DS; each group achieving the same level of word reading ability as MB...
December 2016: Language Learning
https://www.readbyqxmd.com/read/27835754/automatic-phonological-activation-during-visual-word-recognition-in-bilingual-children-a-cross-language-masked-priming-study-in-grades-3-and-5
#3
Karinne Sauval, Laetitia Perre, Lynne G Duncan, Eva Marinus, Séverine Casalis
Previous masked priming research has shown automatic phonological activation during visual word recognition in monolingual skilled adult readers. Activation also occurs across languages in bilingual adult readers, suggesting that the activation of phonological representations is not language specific. Less is known about developing readers. First, it is unclear whether there is automatic phonological activation during visual word recognition among children in general. Second, no empirical data exist on whether the activation of phonological representations is language specific or not in bilingual children...
November 8, 2016: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/27832679/-do-early-cochlear-implanted-toddlers-show-a-better-speech-development-than-later-implanted-children
#4
K Kral, R Lang-Roth, N Hilger, B Streicher
Objective: Long term goal in early cochlea implantation in children without any additional disabilities is an age-appropriate speech development. Material and Methods: Speech development in deaf children with cochlear-implant(s) (n=60) was examined with the german language test battery SETK-2 ("Sprachentwicklungstest für 2-jährige Kinder") 2 years after first mapping of the speech processor. Results: More than 68% of the subjects show in all 4 subtests hearing-age equivalent results in receptive and expressive language...
November 10, 2016: Laryngo- Rhino- Otologie
https://www.readbyqxmd.com/read/27814797/professional-practices-and-opinions-about-services-available-to-bilingual-children-with-developmental-disabilities-an-international-study
#5
Stefka H Marinova-Todd, Paola Colozzo, Pat Mirenda, Hillary Stahl, Elizabeth Kay-Raining Bird, Karisa Parkington, Kate Cain, Julia Scherba de Valenzuela, Eliane Segers, Andrea A N MacLeod, Fred Genesee
This study aimed to gather information from school- and clinic-based professionals about their practices and opinions pertaining to the provision of bilingual supports to students with developmental disabilities. Using an online survey, data were collected in six socio-culturally and linguistically diverse locations across four countries: the United States, Canada, the United Kingdom, and the Netherlands. In total, 361 surveys were included in the analysis from respondents who were primarily teachers and speech-language pathologists working in schools, daycares/preschools, or community-based clinics...
September 2016: Journal of Communication Disorders
https://www.readbyqxmd.com/read/27814796/access-to-opportunities-for-bilingualism-for-individuals-with-developmental-disabilities-key-informant-interviews
#6
Julia Scherba de Valenzuela, Elizabeth Kay-Raining Bird, Karisa Parkington, Pat Mirenda, Kate Cain, Andrea A N MacLeod, Eliane Segers
The purpose of this article is to describe the results of a thematic analysis of 79 semi-structured interviews collected at six research sites in four countries in relation to the inclusion and exclusion of students with developmental disabilities (DD) in and from special education and bilingual opportunities. The participants were individuals with expertise either in special needs and/or language education to support bilingualism (e.g., second language (L2) instruction), who served as key informants about service delivery and/or policy in these areas...
September 2016: Journal of Communication Disorders
https://www.readbyqxmd.com/read/27784032/the-language-exposure-assessment-tool-quantifying-language-exposure-in-infants-and-children
#7
Stephanie DeAnda, Laura Bosch, Diane Poulin-Dubois, Pascal Zesiger, Margaret Friend
Purpose: The aim of this study was to develop the Language Exposure Assessment Tool (LEAT) and to examine its cross-linguistic validity, reliability, and utility. The LEAT is a computerized interview-style assessment that requests parents to estimate language exposure. The LEAT yields an automatic calculation of relative language exposure and captures qualitative aspects of early language experience. Method: Relative language exposure as reported on the LEAT and vocabulary size at 17 months of age were measured in a group of bilingual language learners with varying levels of exposure to French and English or Spanish and English...
October 25, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/27774743/executive-functioning-in-spanish-and-english-speaking-head-start-preschoolers
#8
Lisa J White, Daryl B Greenfield
A growing percentage of low-income children in the United States come from Spanish-speaking homes and are dual language learners (DLLs). Recent research shows that bilingual children, compared to monolinguals, have enhanced executive functioning (EF), a set of foundational cognitive skills that predict higher social-emotional competence and academic achievement in preschool and beyond. Although this association has been found among children of different backgrounds, no study to date has assessed whether bilingual Latino preschoolers from low-income backgrounds have higher EF than their monolingual peers and their emerging bilingual peers, respectively...
October 23, 2016: Developmental Science
https://www.readbyqxmd.com/read/27750281/a-framework-for-crosslinguistic-nonword-repetition-tests-effects-of-bilingualism-and-socioeconomic-status-on-children-s-performance
#9
Shula Chiat, Kamila Polišenská
Purpose: As a recognized indicator of language impairment, nonword repetition has unique potential for distinguishing language impairment from difficulties due to limited experience and knowledge of a language. This study focused on a new Crosslinguistic Nonword Repetition framework, comprising 3 tests that vary the phonological characteristics of nonwords, in the quest for an assessment that minimizes effects of language experience and knowledge and thereby maximizes potential for assessing children with diverse linguistic experience...
October 17, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/27744097/the-application-of-neuroimaging-to-social-inequity-and-language-disparity-a-cautionary-examination
#10
REVIEW
Monica E Ellwood-Lowe, Matthew D Sacchet, Ian H Gotlib
In the nascent field of the cognitive neuroscience of socioeconomic status (SES), researchers are using neuroimaging to examine how growing up in poverty affects children's neurocognitive development, particularly their language abilities. In this review we highlight difficulties inherent in the frequent use of reverse inference to interpret SES-related abnormalities in brain regions that support language. While there is growing evidence suggesting that SES moderates children's developing brain structure and function, no studies to date have elucidated explicitly how these neural findings are related to variations in children's language abilities, or precisely what it is about SES that underlies or contributes to these differences...
December 2016: Developmental Cognitive Neuroscience
https://www.readbyqxmd.com/read/27739039/tone-matters-for-cantonese-english-bilingual-children-s-english-word-reading-development-a-unified-model-of-phonological-transfer
#11
Xiuli Tong, Xinjie He, S Hélène Deacon
Languages differ considerably in how they use prosodic features, or variations in pitch, duration, and intensity, to distinguish one word from another. Prosodic features include lexical tone in Chinese and lexical stress in English. Recent cross-sectional studies show a surprising result that Mandarin Chinese tone sensitivity is related to Mandarin-English bilingual children's English word reading. This study explores the mechanism underlying this relation by testing two explanations of these effects: the prosodic hypothesis and segmental phonological awareness transfer...
October 13, 2016: Memory & Cognition
https://www.readbyqxmd.com/read/27684381/bilingual-advantage-bidialectal-advantage-or-neither-comparing-performance-across-three-tests-of-executive-function-in-middle-childhood
#12
Josephine Ross, Alissa Melinger
When bilinguals speak, both fluent language systems become activated in parallel and exert an influence on speech production. As a consequence of maintaining separation between the two linguistic systems, bilinguals are purported to develop enhanced executive control functioning. Like bilinguals, individuals who speak two dialects must also maintain separation between two linguistic systems, albeit to a lesser degree. Across three tests of executive function, we compared bilingual and bidialectal children's performance to that of a monolingual control group...
September 29, 2016: Developmental Science
https://www.readbyqxmd.com/read/27668401/benefits-of-augmentative-signs-in-word-learning-evidence-from-children-who-are-deaf-hard-of-hearing-and-children-with-specific-language-impairment
#13
Lian van Berkel-van Hoof, Daan Hermans, Harry Knoors, Ludo Verhoeven
BACKGROUND: Augmentative signs may facilitate word learning in children with vocabulary difficulties, for example, children who are Deaf/Hard of Hearing (DHH) and children with Specific Language Impairment (SLI). Despite the fact that augmentative signs may aid second language learning in populations with a typical language development, empirical evidence in favor of this claim is lacking. AIMS: We aim to investigate whether augmentative signs facilitate word learning for DHH children, children with SLI, and typically developing (TD) children...
September 23, 2016: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/27570320/interactions-between-bilingual-effects-and-language-impairment-exploring-grammatical-markers-in-spanish-speaking-bilingual-children
#14
Anny P Castilla-Earls, María Adelaida Restrepo, Ana Teresa Perez-Leroux, Shelley Gray, Paul Holmes, Daniel Gail, Ziqiang Chen
This study examines the interaction between language impairment and different levels of bilingual proficiency. Specifically, we explore the potential of articles and direct object pronouns as clinical markers of primary language impairment (PLI) in bilingual Spanish-speaking children. The study compared children with PLI and typically developing children (TD) matched on age, English language proficiency, and mother's education level. Two types of bilinguals were targeted: Spanish-dominant children with intermediate English proficiency (asymmetrical bilinguals, AsyB), and near-balanced bilinguals (BIL)...
September 2016: Applied Psycholinguistics
https://www.readbyqxmd.com/read/27561115/the-role-of-emergent-bilingualism-in-the-development-of-morphological-awareness-in-arabic-and-hebrew
#15
Mila Schwartz, Haitham Taha, Hanan Assad, Ferdos Khamaisi, Zohar Eviatar
PURPOSE: The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or Arabic-speaking peers in L1 and L2 morphological awareness, and (b) 1 Semitic language (Arabic) has cross-linguistic influence on another Semitic language (Hebrew) in morphological awareness...
August 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/27485245/pulling-it-all-together-the-road-to-lasting-bilingualism-for-children-with-developmental-disabilities
#16
Elizabeth Kay-Raining Bird, Natacha Trudeau, Ann Sutton
Children with DD must and do become bilingual, but the research reported in this special issue raises questions about equitable access to bilingual opportunities and provision of appropriate supports to ensure optimal bilingual growth in these children. The purpose of the present article was to apply the findings from our international collaboration to inform policy and practice on bilingualism in children with developmental disabilities (DD). To do this, we first overview the research presented in detail in other articles of this special issue: a narrative literature review, a review of site policies and practices related to special education and language education, a qualitative analysis of key informant interviews, and a quantitative analysis of surveys of practitioners...
July 25, 2016: Journal of Communication Disorders
https://www.readbyqxmd.com/read/27461977/bilingualism-in-children-with-developmental-disorders-a-narrative-review
#17
Elizabeth Kay-Raining Bird, Fred Genesee, Ludo Verhoeven
Children with developmental disabilities (DD) often need and sometimes opt to become bilingual. The context for bilingual acquisition varies considerably and can impact outcomes. In this first article of the special issue, we review research on the timing and amount of bilingual exposure and outcomes of either direct language intervention or educational placements in three groups of children with DD: Specific Language Impairment (SLI), Autism Spectrum Disorders (ASD), and Down syndrome (DS). Children with SLI have been studied more than the other two groups...
July 18, 2016: Journal of Communication Disorders
https://www.readbyqxmd.com/read/27458413/early-literacy-and-numeracy-skills-in-bilingual-minority-children-toward-a-relative-independence-of-linguistic-and-numerical-processing
#18
Paola Bonifacci, Valentina Tobia, Luca Bernabini, Gian Marco Marzocchi
Many studies have suggested that the concept of "number" is relatively independent from linguistic skills, although an increasing number of studies suggest that language abilities may play a pivotal role in the development of arithmetic skills. The condition of bilingualism can offer a unique perspective into the role of linguistic competence in numerical development. The present study was aimed at evaluating the relationship between language skills and early numeracy through a multilevel investigation in monolingual and bilingual minority children attending preschool...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27367799/the-development-of-morphological-awareness-in-young-bilinguals-effects-of-age-and-l1-background
#19
Boji Pak-Wing Lam, Li Sheng
PURPOSE: Current understanding about the effect of first language (L1) background on morphological awareness (MA) development in those who are bilingual is largely limited to school-aged second-language learners. This study examined the development of MA in bilingual Mandarin-English (ManEngBi) and Spanish-English (SpaEngBi) children ages 4 to 7 years, whose L1 is predominated by compounding and derivation, respectively. METHOD: We targeted specific word formation rules that develop within different developmental time frames...
August 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/27366990/initial-stop-voicing-in-bilingual-children-with-cochlear-implants-and-their-typically-developing-peers-with-normal-hearing
#20
Ferenc Bunta, C Elizabeth Goodin-Mayeda, Amanda Procter, Arturo Hernandez
PURPOSE: This study focuses on stop voicing differentiation in bilingual children with normal hearing (NH) and their bilingual peers with hearing loss who use cochlear implants (CIs). METHOD: Twenty-two bilingual children participated in our study (11 with NH, M age = 5;1 [years;months], and 11 with CIs, M hearing age = 5;1). The groups were matched on hearing age and a range of demographic variables. Single-word picture elicitation was used with word-initial singleton stop consonants...
August 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
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