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Bilingual children and language development

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https://www.readbyqxmd.com/read/28267801/t-complex-measures-in-bilingual-spanish-english-and-turkish-german-children-and-monolingual-peers
#1
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
#2
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
#3
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
#4
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
https://www.readbyqxmd.com/read/28169419/age-of-bilingual-exposure-is-related-to-the-contribution-of-phonological-and-semantic-knowledge-to-successful-reading-development
#5
Kaja K Jasińska, Laura-Ann Petitto
Bilingual children's reading as a function of age of first bilingual language exposure (AoE) was examined. Bilingual (varied AoE) and monolingual children (N = 421) were compared in their English language and reading abilities (6-10 years) using phonological awareness, semantic knowledge, and reading tasks. Structural equation modeling was applied to determine how bilingual AoE predicts reading outcomes. Early exposed bilinguals outperformed monolinguals on phonological awareness and word reading. Phonology and semantic (vocabulary) knowledge differentially predicted reading depending on the bilingual experience and AoE...
February 7, 2017: Child Development
https://www.readbyqxmd.com/read/28166843/the-emergence-of-phonetic-categories-in-korean-english-bilingual-children
#6
Sue Ann S Lee, Gregory K Iverson
The present study examined the speech production of three-year-old Korean-English bilingual (KEB) children. English and Korean stops, as well as front vowels in both languages, were compared acoustically among the KEB children, then also measured against those of their age-equivalent monolingual counterparts. Evidence of distinctive phonetic categorization in bilingual children was more salient in vowels than in stops. Vowels and stops produced by the bilingual children were not significantly different from those of their monolingual counterparts...
February 7, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28165169/english-as-a-foreign-language-in-bilingual-language-minority-children-children-with-dyslexia-and-monolingual-typical-readers
#7
Paola Bonifacci, Elisa Canducci, Giulia Gravagna, Paola Palladino
The present study was aimed at investigating literacy skills in English as a foreign language in three different groups of children: monolinguals with dyslexia (n = 19), typically developing bilinguals (language-minority) (n = 19) and a control group of monolinguals (Italian) (n = 76). Bilinguals were not expected to fail in English measures, and their gap with monolinguals would be expected to be limited to the instructional language, owing to underexposure. All participants were enrolled in Italian primary schools (fourth and fifth grades)...
February 6, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28025589/bilingualism-and-phonological-awareness-re-examining-theories-of-cross-language-transfer-and-structural-sensitivity
#8
Li-Jen Kuo, Yuuko Uchikoshi, Tae-Jin Kim, Xinyuan Yang
The purpose of this study was to examine the relationship between bilingualism and phonological awareness by re-evaluating structural sensitivity theory and expanding cross-language transfer theory. The study was conducted with three groups of 1(st) and 2(nd) graders matched in age, SES and non-verbal IQ: a) monolingual English-speaking children from a general education program, b) native Japanese-speaking children from a Japanese-English two-way immersion bilingual program and c) native English-speaking children from the same bilingual program...
July 2016: Contemporary Educational Psychology
https://www.readbyqxmd.com/read/27973321/assessing-successive-bilinguals-in-two-languages-a-longitudinal-look-at-english-speaking-children-in-france
#9
Maureen Scheidnes, Laurice Tuller
This study examines longitudinal standardized test scores in both languages of a group of successive bilinguals with L1 English acquiring L2 French. Participants included 22 native English-speaking children living in France. French was evaluated using a standardized receptive vocabulary test, as well as tests of phonology and morphosyntax. English was evaluated using the Core Language Score subtests from the CELF-4-UK. The children varied in age (6;9-12;7) and length of exposure (0;11-3;9) to French and were tested twice at 12-month intervals...
October 4, 2016: Journal of Communication Disorders
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
#10
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
#11
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
#12
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...
February 2017: 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
#13
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
#14
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
#15
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
#16
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...
December 1, 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
#17
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...
January 2017: 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
#18
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
#19
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
#20
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...
February 2017: Memory & Cognition
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