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1.
Jon F. Miller John Heilmann Ann Nockerts Aquiles Iglesias Leah Fabiano David J. Francis 《Learning disabilities research & practice》2006,21(1):30-43
This article examines the question: Do lexical, syntactic, fluency, and discourse measures of oral language collected under narrative conditions predict reading achievement both within and across languages for bilingual children? More than 1,500 Spanish–English bilingual children attending kindergarten–third grade participated. Oral narratives were collected in each language along with measures of Passage Comprehension and Word Reading Efficiency. Results indicate that measures of oral language in Spanish predict reading scores in Spanish and that measures of oral language skill in English predict reading scores in English. Cross‐language comparisons revealed that English oral language measures predicted Spanish reading scores and Spanish oral language measures predicted English reading scores beyond the variance accounted for by grade. Results indicate that Spanish and English oral language skills contribute to reading within and across languages. 相似文献
2.
Imai M Li L Haryu E Okada H Hirsh-Pasek K Golinkoff RM Shigematsu J 《Child development》2008,79(4):979-1000
When can children speaking Japanese, English, or Chinese map and extend novel nouns and verbs? Across 6 studies, 3‐ and 5‐year‐old children in all 3 languages map and extend novel nouns more readily than novel verbs. This finding prevails even in languages like Chinese and Japanese that are assumed to be verb‐friendly languages (e.g., T. Tardif, 1996 ). The results also suggest that the input language uniquely shapes verb learning such that English‐speaking children require grammatical support to learn verbs, whereas Chinese children require pragmatic as well as grammatical support. This research bears on how universally shared cognitive factors and language‐specific linguistic factors interact in lexical development. 相似文献
3.
Kathryn Kohnert Jennifer Windsor Dongsun Yim 《Learning disabilities research & practice》2006,21(1):19-29
We report results from 2 language‐based processing tasks designed to investigate the performance of linguistically diverse learners. The tasks were the Competing Language Processing Task (CLPT) and Non‐Word Repetition (NWR). Participants were 100 school‐age children in 1 of 3 different experimental groups: monolingual English‐speaking children with specific or primary language impairment (LI), typical English‐only‐speaking children (EO), or typical Spanish–English bilingual children (BI). On both CLPT and NWR, EO group performance was best and LI group performance was poorest, with BI group performance falling in between. Likelihood ratios indicated that performance on these tasks does not provide compelling diagnostic power for separating typically developing bilinguals from monolingual children with LI. One exception is that children who obtained an NWR score of 93 percent or higher could be ruled out of the LI group with a high degree of confidence. 相似文献
4.
Cross‐Linguistic Lexical,Grammatical, and Discourse Performance on Oral Narrative Retells Among Young Spanish Speakers 
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下载免费PDF全文 Audrey Lucero 《Child development》2015,86(5):1419-1433
This study investigated relations among microlevel and macrolevel domains of oral narrative retells within and across the languages of Spanish‐speaking bilingual children. Fifty‐six first and second graders (Mage = 7 years, 3 months) were assessed on a retell task in Spanish and English. Two statistical analyses were conducted: (a) correlations within and across microlevel lexical (number of different words) and grammatical (mean length of utterance‐word and subordination index) domains and (b) hierarchical regression to determine the influence of microlevel domains on a macrolevel discourse score. Results highlighted a number of significant within‐ and cross‐language correlations, and identified vocabulary as a significant predictor of macrolevel discourse scores within both languages, while grammar was a predictor within English only. 相似文献
5.
This study examines semantic development in 60 Spanish–English bilingual children, ages 7 years 3 months to 9 years 11 months, who differed orthogonally in age (younger, older) and language experience (higher English experience [HEE], higher Spanish experience [HSE]). Children produced 3 associations to 12 pairs of translation equivalents. Older children produced more semantic responses and code switched more often from Spanish to English than younger children. Within each group, children demonstrated better performance in the more frequently used than the less used language. The HEE children outperformed the HSE children in English and the HSE children outperformed the HEE children in Spanish. These effects of age and language experience are consistent with predictions of the revised hierarchical model of bilingual lexical organization. 相似文献
6.
Isabelle Dautriche Alejandrina Cristia Perrine Brusini Sylvia Yuan Cynthia Fisher Anne Christophe 《Child development》2014,85(3):1168-1180
Previous work has shown that toddlers readily encode each noun in the sentence as a distinct argument of the verb. However, languages allow multiple mappings between form and meaning that do not fit this canonical format. Two experiments examined French 28‐month‐olds' interpretation of right‐dislocated sentences (nouni‐verb, nouni) where the presence of clear, language‐specific cues should block such a canonical mapping. Toddlers (N = 96) interpreted novel verbs embedded in these sentences as transitive, disregarding prosodic cues to dislocation (Experiment 1) but correctly interpreted right‐dislocated sentences containing well‐known verbs (Experiment 2). These results suggest that toddlers can integrate multiple cues in ideal conditions, but default to canonical surface‐to‐meaning mapping when extracting structural information about novel verbs in semantically impoverished conditions. 相似文献
7.
Franklin R. Manis Kim A. Lindsey Caroline E. Bailey 《Learning disabilities research & practice》2004,19(4):214-224
Development of English‐ and Spanish‐reading skills was explored in a sample of 251 Spanish‐speaking English‐language learners from kindergarten through Grade 2. Word identification and reading comprehension developed at a normal rate based on monolingual norms for Spanish‐ and English‐speaking children, but English oral language lagged significantly behind. Four categories of predictor variables were obtained in Spanish in kindergarten and in English in first grade: print knowledge, expressive language (as measured by vocabulary and sentence repetition tasks), phonological awareness, and rapid automatic naming (RAN). Longitudinal regression analyses indicated a modest amount of cross‐language transfer from Spanish to English. Hierarchical regression analyses indicated that developing English‐language skills (particularly phonological awareness and RAN) mediated the contribution of Spanish‐language variables to later reading. Further analyses revealed stronger within‐ than cross‐language associations of expressive language with later reading, suggesting that some variables function cross‐linguistically, and others within a particular language. Results suggest that some of the cognitive factors underlying reading disabilities in monolingual children (e.g., phonological awareness and RAN) may be important to an understanding of reading difficulties in bilingual children. 相似文献
8.
This study examined and compared levels of phonological awareness in monolingual and bilingual English and Greek five‐year‐olds. Sixty‐eight children from Britain and Cyprus, matched on the basis of age, gender, non‐verbal and verbal IQ, were assigned to four groups: two bilingual (English‐Greek, Greek‐English) and two monolingual (English, Greek). Performance of the four groups on a set of six phonological tasks was compared. Bilingual children were given both English and Greek versions of the tasks; monolingual children were given the phonological tasks in their mother tongue only. Given the results of previous research, it was predicted that bilingual children would show higher levels of phonological awareness than monolingual. The children tested in Britain were already being taught to read in school, whereas those tested in Cyprus were not. On the basis of previous research, it was further predicted that there would also be effects of learning to read in an alphabetic language, such that the bilingual children tested in Britain would show higher levels of phonological awareness at the level of the phoneme than their counterparts tested in Cyprus. Results showed that the bilingual English‐Greek children significantly outperformed the monolingual English children, but this pattern was not replicated in the bilingual Greek‐English/monolingual Greek comparisons. This difference is discussed in terms of the bilingual enhancement effect, which, according to the present data, seems to occur only when bilingual children are exposed to a second language that is phonologically simpler than their first language. Results also showed that English‐Greek bilingual children performed significantly better than Greek‐English bilinguals, especially on tasks requiring phoneme awareness. This accords well with suggestions that learning to read in an alphabetic language promotes this level of phonological awareness. 相似文献
9.
To test the lexical restructuring hypothesis among bilingual English‐language learners, English phonological awareness (PA), English vocabulary and ethnic language vocabulary (Mandarin Chinese, Malay or Tamil) were assessed among 284 kindergarteners (168 Chinese, 71 Malays and 45 Tamils) in Singapore. A multi‐level regression analysis showed that English vocabulary, in interaction with mother's education, statistically significantly predicted Singaporean children's PA; ethnic language vocabulary did not. Thus, the present study supports the lexical restructuring hypothesis that growth in vocabulary changes how lexical items are stored, leading to the development of PA. Home language practices, as represented by mother's education, may also enhance children's PA after a threshold of English vocabulary is reached. In addition, specific ethnic language (Chinese, Malay or Tamil) was a statistically significant predictor of PA, suggesting that orthographic depth as well as syllabic complexity of a bilingual's other language may influence their development of English PA. 相似文献
10.
The majority of studies examining the language and literacy skills of second generation immigrant bilingual children have focused on the breadth of lexical knowledge in populations with a low level of involvement in literacy activities. This study extends previous work in three ways. First, we focused on a sample of second generation immigrant bilingual children from favorable socio-cultural backgrounds. Second, we examined whether these children show lexical knowledge gaps in their second language on various measures of breadth and depth, as compared to their monolingual peers. Finally, we asked whether this gap tends to increase, remain stable, or decrease with formal schooling. Bilingual (n?=?70) and monolingual (n?=?55) children between the ages of 7 and 8?years were evaluated on measures of depth and breadth of lexical knowledge in the second language of the bilingual group. Both groups were tested twice: at the beginning of second grade and at the beginning of third grade. The findings indicate a significant gap between the target groups with respect to most measures of both depth and breadth at the beginning of second grade. However, after a year of schooling, the bilingual children showed significant progress in their lexical knowledge in their second language. The discussion addresses theoretical and clinical implications of these findings. 相似文献
11.
Learning to read in a shallow alphabetic orthography such as Urdu may depend primarily on phonological processing skills, whilst learning to read in a deeper orthography, such as English, may place more reliance on visual processing skills. This study explores the effects of Urdu on the acquisition of English literacy skills by comparing the reading, memory and phonological processing skills of bilingual Urdu‐English and monolingual English children (7–8 years). The bilingual children had more difficulty in reading irregular English words, but were better at reading regular words and nonwords compared to the monolinguals. The poor performance of the bilingual children with irregular English words was linked to their poor visual memory skills, whilst their good performance with regular words and nonwords was related to the presence of enhanced phonological skills. The results demonstrate the transfer of first language skills to reading development in a second language. In English, first language skills can facilitate the development of either lexical or non‐lexical routes to reading. 相似文献
12.
Adopting a bimodal bilingual language acquisition model, this qualitative case study is the first in Germany to investigate the spoken and sign language development of hearing children of deaf adults (codas). The spoken language competence of six codas within the age range of 3;10 to 6;4 is assessed by a series of standardised tests (SETK 3-5, TROG-D, PDSS). Additionally, a language assessment tool designed specifically for hearing bilingual children named HAVAS 5 is employed to measure both the children’s spoken and sign language abilities. A heterogeneous picture emerges: all codas show abilities equal to those of monomodal monolingual children in their age range with regard to German sentence structure and verb inflection and an extensive receptive vocabulary, but deviations from the age norm are observed for the production of verbs and prepositions. Furthermore, three codas show below average T-values in some grammatical subtests. Overall, the findings suggest that at least some codas may acquire both of their languages (i.e. spoken and signed German) simultaneously. However, our study also indicates that the spoken language development of some codas as well as the acquisition context of this minority group strongly resembles a form of successive language acquisition that is known from children who acquire German as an early second language in a migration background. 相似文献
13.
“饮食”是一个与人类生活息息相关的基本范畴,早在上古时代,汉语的“饮食类”动词就很丰富。在众多的“饮食类”动词中,“尝”的词义演变轨迹很独特,它由饮食动词最终发展成了语气助词。认知语言学认为,语言并不是一个自足的孤立的系统,词义的发展演变与人类的生存活动息息相关,先民们早期食不果腹的饮食生活和频繁的祭祀活动推动了“尝”的词义演变进程。 相似文献
14.
The Impact of Early Social Interactions on Later Language Development in Spanish–English Bilingual Infants 下载免费PDF全文
下载免费PDF全文 Nairán Ramírez‐Esparza Adrián García‐Sierra Patricia K. Kuhl 《Child development》2017,88(4):1216-1234
This study tested the impact of child‐directed language input on language development in Spanish–English bilingual infants (N = 25, 11‐ and 14‐month‐olds from the Seattle metropolitan area), across languages and independently for each language, controlling for socioeconomic status. Language input was characterized by social interaction variables, defined in terms of speech style (“parentese” vs. standard speech) and social context (one‐on‐one vs. group). Correlations between parentese one‐on‐one and productive vocabulary at 24 months (n = 18) were found across languages and in each language independently. Differences are highlighted between previously published monolingual samples, which used the same methods as the current study of bilingual infants. The results also suggest cultural effects on language input and language development in bilingual and bicultural infants. 相似文献
15.
多词动词是英语教学和英语学习中的难点之一.作为一种特殊的动词,它有其本身特有的一些词汇特征,如转类性、动态性以及表达形式的丰富性等.了解这些特征有助于更好地掌握和使用多词动词. 相似文献
16.
Mothers' mental‐state references predict individual differences in preschoolers' false‐belief (FB) understanding; less is known about the origins of corresponding variation in school‐age children. To address this gap, 105 children completed observations with their mothers at child ages 2 and 6, three FB tasks and a verbal comprehension test at age 3, and five FB tasks at age 6. Seventy‐seven of these children completed five Strange Stories at age 10. Individual differences in mothers' cognitive references at child age 2 predicted variation in children's FB understanding at age 6 and Strange Stories scores at age 10 (controlling for number of mothers' turns and children's mental‐state references, verbal comprehension and FB understanding at age 3, and mothers' cognitive references at child age 6). 相似文献
17.
This study investigated whether the effect of exposure to code-switching on bilingual children's language performance varied depending on verbal working memory (WM). A large sample of school-aged Spanish–English bilingual children (N = 174, Mage = 7.78) was recruited, and children were administered language measures in English and Spanish. The frequency with which the children were exposed to code-switching was gathered through parent report. For children with high verbal WM, greater exposure to code-switching was associated with higher levels of language ability. In contrast, for children with lower verbal WM, greater exposure to code-switching was associated with lower levels of language ability. These findings indicate that children's cognitive processing capacity dictates whether exposure to code-switching facilitates or hinders language skills. 相似文献
18.
Latinos are the largest minority group in the United States (U.S. Census, 2014), yet this term comprises individuals from multiple ethnicities who speak distinct varieties of Spanish. We investigated whether Spanish–English bilingual children (N = 140, ages 4–17) use Spanish varieties in their social judgments. The findings revealed that children distinguished varieties of Spanish but did not use Spanish dialects to make third-person friendship judgments until 10–12 years; this effect became stronger in adolescence. In contrast, young children (4–6 years) made friendship judgments based on a speaker's language (English, Spanish). Thus, using language varieties as a social category and as a basis for making social inferences is a complex result of multiple influences for Spanish-speaking children growing up bilingual in the United States. 相似文献
19.
Mary Alt Genesis D. Arizmendi Carole R. Beal J. Sayleen Hurtado 《Psychology in the schools》2013,50(1):27-36
This study was conducted to determine whether Spanish‐enhanced administration of a standardized math assessment would result in improved scores for English Learners who used Spanish as a heritage language. Twenty‐one typically developing second‐graders (English Learners) were administered the traditional KeyMath‐3. If the child made an error on an item, a Spanish version of the item was presented. Difference scores were calculated to determine whether the Spanish‐enhanced version resulted in improved scores. Data were analyzed using paired t‐tests and simple regression. The data results showed that all children significantly benefited from the Spanish‐enhanced administration of items answered incorrectly in English. The amount of benefit was predicted by a child's degree of Spanish dominance. It was concluded that standardized math tests that do not accommodate second‐language learners may be inadvertently testing language skills in addition to math skills. Implications for assessment and interpretations of assessments are discussed. 相似文献
20.
《史记》动词作状语考察 总被引：1，自引：0，他引：1
章新传 《江西教育学院学报》2004,25(1):57-60
以《史记》为语料,采取统计出现频率的办法,对动词作状语作定量定性的考察和分析,发现能充当状语的动词有不及物动作动词、状态动词、及物动作动词、及物性质动词四类;动词作状语其语法意义为表示动作行为的方式、情态、原因、时间等;其语义指向主要是指向主语或兼语,极少指向谓语和宾语;动词状语与谓语以直接结合为主,以用连词"而"或"以"连接为辅;动词作状语与动词作定语在古代汉语中具有同样重要的地位。 相似文献