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Direct linkBarak, Lara; Degani, Tamar; Novogrodsky, Rama – Developmental Psychology, 2022
Previous studies found that bilingual children and adults with typical language development (TLD) perform better than monolinguals in novel word learning, but show lower scores on lexical retrieval tasks (e.g., naming known words). Children with developmental language disorder (DLD) lack in their abilities in both tasks compared with children with…
Descriptors: Bilingualism, Developmental Delays, Language Impairments, Correlation
Xi, Yueming; Geva, Esther – Developmental Psychology, 2023
Current models of the affinity between syntax and vocabulary are complex and recognize the contribution of bootstrapping and computational processes. To date, the mutual facilitation between these two constructs over time has not been studied in second language (L2) school children. The present study investigated longitudinally the direction and…
Descriptors: Longitudinal Studies, Elementary School Students, Vocabulary Development, Syntax
Volodina, Anna; Weinert, Sabine; Mursin, Katharina – Developmental Psychology, 2020
Academic language has been shown to significantly contribute to success across school subjects. However, to date, there are no empirical studies addressing its development across primary school age. The present study investigated the growth of academic vocabulary and influential conditions from Grades 2 to 4 based on a newly developed and…
Descriptors: Foreign Countries, Language Minorities, Academic Language, Vocabulary Development
D'Angelo, Nadia; Hipfner-Boucher, Kathleen; Chen, Xi – Developmental Psychology, 2017
The present study investigated the contribution of morphological and cognate awareness to the development of English and French vocabulary knowledge among young minority and majority language children who were enrolled in a French immersion program. Participating children (n = 75) were assessed in English and French on measures of morphological…
Descriptors: Prediction, French, Vocabulary Development, Morphology (Languages)
Peer reviewedCheung, Him – Developmental Psychology, 1996
Nonword span (nonwords conforming to English phonology) was used to measure phonological memory and was found to be generally predictive of the number of trials needed for acquiring certain English (second-language) new words for 84 Hong Kong seventh graders. This relationship, however, was preserved only in those students whose English vocabulary…
Descriptors: Elementary Secondary Education, English (Second Language), Foreign Countries, Junior High School Students
