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O'Connor, Megan; Geva, Esther; Koh, Poh Wee – Journal of Learning Disabilities, 2019
This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants…
Descriptors: English Language Learners, Semantics, Listening Comprehension, Reading Comprehension
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McVeigh, Claire; Wylie, Judith; Mulhern, Gerry – International Journal of Bilingual Education and Bilingualism, 2019
Working memory (WM) is a recognised component of executive function and has undergone scrutiny in terms of bilingual and monolingual performance comparisons. Research to date, however, has not consistently replicated the presence of bilingual advantage. The present study examined short-term (STM) and WM in immersion-educated children and a matched…
Descriptors: Short Term Memory, Verbal Ability, Bilingualism, Task Analysis
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Cockcroft, Kate; Bloch, Lauren; Moolla, Azra – Education as Change, 2016
This study investigated whether measures of verbal working memory are less sensitive to children's socioeconomic background than traditional vocabulary measures. Participants were 120 school beginners, divided into high and low socioeconomic groups. The groups contained equal numbers of English first-language and second-language speakers. All were…
Descriptors: Foreign Countries, Short Term Memory, Vocabulary, English (Second Language)
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Cockcroft, Kate – International Journal of Bilingual Education and Bilingualism, 2016
This study compared bilingual and monolingual school beginners on measures of simple and complex verbal working memory and receptive and expressive vocabulary. The aim was to determine whether the tests of working memory are fairer measures of language ability than the vocabulary tests for bilingual children when tested in their second language.…
Descriptors: Foreign Countries, Receptive Language, Expressive Language, Verbal Communication
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Chung, Kevin K. H.; McBride-Chang, Catherine; Cheung, Him; Wong, Simpson W. L. – Journal of Research in Reading, 2013
This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese-speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2--4 ("N" = 133) participated and were administered…
Descriptors: Chinese, English, Auditory Perception, Phonological Awareness
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Rhys, Mirain; Thomas, Enlli Môn – International Journal of Bilingual Education and Bilingualism, 2013
Previous studies have highlighted early differences in bilinguals' rate of language acquisition in comparison with monolinguals. However, these differences seem to disappear with increasing age and exposure to the language, and do so quicker in dominant community languages than in minority status languages. This study aimed to replicate these…
Descriptors: Bilingualism, Second Language Learning, Welsh, Receptive Language