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Spoken Word Recognition in Adolescents with Autism Spectrum Disorders and Specific Language Impairment
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Loucas, Tom; Riches, Nick; Baird, Gillian; Pickles, Andrew; Simonoff, Emily; Chandler, Susie; Charman, Tony – Applied Psycholinguistics, 2013
Spoken word recognition, during gating, appears intact in specific language impairment (SLI). This study used gating to investigate the process in adolescents with autism spectrum disorders plus language impairment (ALI). Adolescents with ALI, SLI, and typical language development (TLD), matched on nonverbal IQ listened to gated words that varied…
Descriptors: Adolescents, Autism, Language Impairments, Word Recognition
Oral Language Skills of Spanish-Speaking English Language Learners: The Impact of High-Quality Native Language Exposure
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Gamez, Perla B.; Levine, Susan C. – Applied Psycholinguistics, 2013
This study examined the relation between young English language learners' (ELL) native oral language skills and their language input in transitional bilingual education kindergarten classrooms. Spanish-speaking ELLs' ("n" = 101) Spanish expressive language skills were assessed using the memory for sentences and picture vocabulary…
Descriptors: Spanish Speaking, English Language Learners, Linguistic Input, Oral Language
The Home Language Environment of Monolingual and Bilingual Children and Their Language Proficiency
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Scheele, Anna F.; Leseman, Paul P. M.; Mayo, Aziza Y. – Applied Psycholinguistics, 2010
This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (n = 58) and bilingual immigrant Moroccan-Dutch (n = 46) and Turkish-Dutch (n = 55) 3-year-olds, speaking Tarifit-Berber, a nonscripted language, and Turkish as their first language (L1), respectively. Despite…
Descriptors: Monolingualism, Vocabulary Skills, Language Proficiency, Indo European Languages
The Effect of Bimodal Input on Implicit and Explicit Memory: An Investigation into the Benefits of Within-Language Subtitling.
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Bird, Stephen A.; Williams, John N. – Applied Psycholinguistics, 2002
Two experiments examined the effect of single-modality (sound or text) and bimodal (sound and text) presentation on word meaning, as measured by both improvements in spoken word recognition efficiency and recognition memory. Both native and nonnative speakers of English were tested. Concludes simultaneous text presentation can aid novel word…
Descriptors: English (Second Language), Linguistic Input, Memory, Native Speakers