A5010664479- Language Development and Disorders
- Reading and Literacy Development
- Neurobiology of Language and Bilingualism
- Public Policy and Administration Research
- Hearing Impairment and Communication
- Multilingual Education and Policy
- EFL/ESL Teaching and Learning
- Focus Groups and Qualitative Methods
- Social Development and Education Research
Syracuse University
2020-2023
Google (United States)
2020
Purpose Using a blocked cyclic picture-naming task, we compared accuracy and error patterns across languages for Spanish-English bilingual children with without developmental language disorder (DLD). Method Pictured stimuli were manipulated semantic similarity two (Same Mixed) category contexts. Children's productions scored off-line accuracy, frequency, type. Results Typically developing more accurate produced fewer errors than their peers DLD; however, this was moderated by task context....
Purpose We examined the English semantic performance of three hundred twenty-seven 7- to 10-year-old Spanish-English bilinguals with (
This study explores the contribution of nonverbal working memory and processing speed on bilingual children’s morphosyntactic knowledge, after controlling for language exposure. Participants include 307 Spanish–English bilinguals in Kindergarten, second, fourth grade (mean age = 7;8, SD 18 months). Morphosyntactic knowledge English Spanish was measured using two separate tasks: a cloze task narrative task. In series four hierarchical linear regressions predicting performance Spanish, we...
Research has investigated how lexical-semantic and participant factors impact word learning in young children adults. However, limited information pertaining to expressive vocabulary development exists for school-aged bilinguals—particularly those with developmental language disorder (DLD). Cross-linguistic differences the semantic characteristics of words may types cues available constructing knowledge. To address this gap, we evaluated relationships between intrinsic (age, ability),...
Abstract The present study analyzed lexical processing efficiency in Spanish-speaking English language learners (ELLs) and their monolingual English-speaking peers from kindergarten through second grade. Specifically, changes the patterns of speed accuracy on a rapid object-naming task were evaluated across languages for ELL children groups children. Repeated measures analysis variance demonstrated that have shift Spanish to by end kindergarten. Results also showed slightly faster more...
Semantic tasks evaluate dimensions of children's lexical-semantic knowledge. However, the relative ease semantic task completion depends on individual differences in developmental and language experience factors. The purpose this study was to how ability impact difficulty English for school-age Spanish-English bilingual children with without disorder (DLD).