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Direct linkYoojin Chung; Andrea Révész – Language Teaching Research, 2024
This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in second language (L2) grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly…
Descriptors: Second Language Learning, Child Language, Morphemes, Prior Learning
Download full textKim, Young-Suk Grace; Dore, Rebecca; Cho, Minkyung; Golinkoff, Roberta; Amendum, Steven J. – Grantee Submission, 2021
We investigated the relations among theory of mind (ToM), mental state talk, and discourse comprehension. Specifically, we examined the frequency of mental state talk in children's oral recall of narrative texts and informational texts as well as relations among ToM, mental state talk (inclusion of mental state words in the recall of narrative and…
Descriptors: Theory of Mind, Child Language, Oral Language, Recall (Psychology)
Wegener, Signy; Wang, Hua-Chen; Lissa, Peter; Robidoux, Serje; Nation, Kate; Castles, Anne – Developmental Science, 2018
There is an established association between children's oral vocabulary and their word reading but its basis is not well understood. Here, we present evidence from eye movements for a novel mechanism underlying this association. Two groups of 18 Grade 4 children received oral vocabulary training on one set of 16 novel words (e.g., 'nesh', 'coib'),…
Descriptors: Child Language, Oral Language, Vocabulary, Reading Skills
Casalis, S.; Deacon, S. H.; Pacton, S. – Applied Psycholinguistics, 2011
This study examined the relationship between morphological awareness and spelling. We show that French children in Grades 3 and 4 appear to use morphological information in spelling; spelling of sounds for which there are several alternatives was more accurate in derived than in nonderived words. The link between morphological awareness and…
Descriptors: Spelling, Morphology (Languages), Grade 3, Grade 4
Dickinson, David K.; Porche, Michelle V. – Child Development, 2011
Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in…
Descriptors: Reading Comprehension, Play, Low Income, Child Language
Jacobson, Peggy; Livert, David – Clinical Linguistics & Phonetics, 2010
This study compared the use of English past tense in a group of Spanish-English bilingual children with language impairment (BLI) to younger groups of bilinguals with typical and atypical language development reported in an earlier study. Ten children with BLI enrolled in 3rd-6th grade participated. Children supplied 12 regular, 12 irregular, and…
Descriptors: Verbs, Language Impairments, Monolingualism, Elementary School Students
