A5015154310- Reading and Literacy Development
- Language Development and Disorders
- Neurobiology of Language and Bilingualism
- Dental Trauma and Treatments
- Writing and Handwriting Education
- Cognitive and developmental aspects of mathematical skills
- Multilingual Education and Policy
- Linguistic Studies and Language Acquisition
- Child Development and Digital Technology
- Language and Culture
- Text Readability and Simplification
- Child and Animal Learning Development
- Phonetics and Phonology Research
- Linguistic Education and Pedagogy
- Second Language Acquisition and Learning
- Tactile and Sensory Interactions
- Children's Physical and Motor Development
- Facial Trauma and Fracture Management
- Family Support in Illness
- Genetics and Neurodevelopmental Disorders
- Evaluation and Performance Assessment
- Restraint-Related Deaths
- Interpreting and Communication in Healthcare
- Cardiovascular and Diving-Related Complications
- Education in Diverse Contexts
University of Warsaw
2015-2025
Instytut Biologii Doświadczalnej im. Marcelego Nenckiego
2016-2024
Polish Academy of Sciences
2016-2024
Educational Research Institute
2015-2023
Most studies on bilingual language development focus children's second (L2). Here, we investigated first (L1) of Polish-English early migrant bilinguals in four domains: vocabulary, grammar, phonological processing and discourse. We compared Polish skills between their non-migrant monolingual peers, then the influence cumulative exposure to L1 L2 bilinguals' performance. examined whether high could possibly minimize gap monolinguals bilinguals. analyzed data from 233 typically developing...
Background Literacy acquisition is a demanding process that induces significant changes in the brain, especially spoken and written language networks. Nevertheless, large‐scale paediatric fMRI studies are still limited. Methods We analyzed data to show how individual differences reading performance correlate with brain activation for speech print 111 children attending kindergarten or first grade examined group between matched subset of emergent‐readers prereaders. Results Across entire...
This article investigates the cross-linguistic comparability of newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part 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 verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic...
The prevalence and long-term consequences of dyslexia make it crucial to look for effective efficient ways its therapy. Action video games (AVG) were implied as a possible remedy difficulties in reading Italian English-speaking children. However, the studies examining effectiveness AVG application suffered from significant methodological weaknesses such small sample sizes lack control group with no intervention. In our study, we tested how two forms training: based on phonological non-action...
A long-standing issue in identifying developmental language disorder (DLD) multilingual children is differentiating between effects of experience and genuine impairment when clinicians often lack suitable norm-referenced assessments. In this tutorial we demonstrate, via a case study, that it feasible to identify DLD child using the CATALISE diagnostic criteria, Language Impairment Testing Multilingual Settings (LITMUS) assessment tools, telepractice.
This paper introduces the first freely available Malaysian English vocabulary size assessment for 4- to 6-year-old children: newly developed Cross-linguistic Lexical Task (MECLT). Using MECLT scores measure development, study further explores efficiency of two approaches: sum number home languages versus a language exposure composite score, in classifying children's profiles (monolingual, bilingual, or multilingual). Sixty children who predominantly speak at were assessed on their...
In this longitudinal study, we compare the age of reaching early developmental milestones in bilingual and monolingual children between bilinguals' two languages. We present data from 302 Polish bilinguals (living outside Poland with various majority languages) monolinguals, aged M = 12.78 months on study entry (range: 0-24 months), matched sex, at entry, duration parental reporting, education. The under investigation include crawling, walking, babbling, first, 10th, 50th word, first...
The manuscript reports a study on large sample (N = 170) of Polish speaking 8-13 year old children, whose brain activation was measured in relation to tasks that require auditory phonological processing. We aimed relate individual differences reading and spelling. found proficiency both spelling significantly correlated with the left ventral occipito-temporal cortex encompassing Visual Word Form Area which has been implicated automatic orthographic activations. Reading but not correlate...
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period increased time at home with caregivers, limited access external sources (e.g., daycares) provides a unique opportunity examine associations between caregiver-child activities language development. vocabularies 1742 children aged 8-36 months across 13 countries 12 languages were evaluated beginning end first lockdown their respective...
Language input is crucial for language acquisition and especially children's vocabulary size. Bilingual children receive reduced in each of their languages, compared to monolinguals, are reported have smaller vocabularies, at least one languages. Vocabulary trilingual has been largely understudied; only a few case studies published so far. Moreover, rarely contrasted with outcomes bilingual monolingual peers. We present comparison trilingual, bilingual, (total 56 participants, aged 4;5-6;7,...
Abstract There is an ongoing debate concerning the extent to which deficits in reading and spelling share cognitive components whether they rely, a similar fashion, on sublexical lexical pathways of word processing. The present study investigates neural substrates processing differ children with various patterns deficits. Using functional magnetic resonance imaging, we compared written auditory three groups 9–13-year olds ( N = 104): (1) age-adequate skills; (2) (i.e., dyslexia); (3)...
In alphabetic scripts, learning letter-sound (LS) association (i.e. letter knowledge) is a strong predictor of later reading skills. LS integration related to left superior temporal cortex (STC) activity and its disruption was previously observed in dyslexia. Whether cause impairment or consequence decreased exposure print remains unclear. Using fMRI we compared activation for letters, speech sounds emerging readers with (FHD+, N=50) without (FHD-, N=35) familial history dyslexia, out whom...
We present a new set of subjective Age Acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in seven languages from various language families and cultural settings: American English, Czech, Scottish Gaelic, Lebanese Arabic, Malaysian Malay, Persian, Western Armenian. The were collected total 173 participants highly reliable each language. applied the same method data collection as used previous study on 25 which allowed us to create database fully comparable AoA 32 languages. found...
Mouthguards provide an effective preventive method against the effects of injuries sustained during sports activities, in particular cycling, football, basketball, skiing or hockey. However, when placed oral cavity, they can induce disorders basic physiological functions.The objective this clinical study was to compare various custom mouthguards with generally available standard boil and bite on functions cavity.A total a 168 (five three mouthguards) were assessed questionnaire-based survey....
The expressive lexical skills of 53 Polish bilinguals aged 24–36 months living in the UK and Ireland were assessed using British English adaptations MacArthur-Bates Communicative Development Inventories. vocabulary scores compared to those monolinguals matched for age, gender parental education. born two parents mostly lived outside Poland since birth. Results showed substantial differences Total Conceptual Vocabulary single-language between groups. However, groups did not differ on...
Purpose: As a contribution to the endeavour of developing appropriate tools for bilingual language assessment, this paper investigates concurrence between two new from recent COST Action IS0804 (Bi-SLI), and differences children across different migrant communities. Approach: Two battery Language Impairment Testing in Multilingual Settings (LITMUS) were used: direct assessment tool Cross-linguistic Lexical Tasks (CLT) reporting instrument Parents Bilingual Children Questionnaire (PaBiQ),...
Learning to read changes the brain language system. Phonological processing is domain most crucial for reading, but it still unknown how reading acquisition modifies neural phonological network in children who either develop dyslexia or are at risk of dyslexia. For two first years formal education, we followed 90 beginning readers with (n = 55) and without 35) familial became typical 70) developed 20). We used functional magnetic resonance imaging identify correlates awareness using an...
Word knowledge and the speed of word processing in monolingual children adults are influenced by properties, such as age acquisition (AoA), imageability, frequency. Understanding how different properties words contribute to ease bilingual is a critical step for establishing models childhood bilingualism. However, joint impact these has not been so far assessed children. Here, we compared AoA, frequency on accuracy response times picture naming recognition tasks We used Cross-Linguistic...
Recent studies have suggested that an increase of inter-letter spacing may improve reading performance dyslexic readers by reducing visual crowding. However, these results been difficult to replicate. This study directly compares accuracy and comprehension, as well speed, number duration fixations 38 32 typically children (10–14 years old) in regular, spaced (+2,5 pt), condensed (−1,5 pt) conditions using a natural sentence-reading paradigm. Inter-letter did not affect accuracy, or speed....