Studies on young children's comprehension have shown that children can experience problems interpreting object pronouns, even when reflexive interpretation is already adult-like. Compared to resolving reflexives, linking pronouns to a referent is considered a more "intensive" process, because it also involves non-syntactic factors like…

Numerous studies indicate that the language and literacy development of young children is highly contingent upon the construction of an enriching home literacy environment. Using sociocultural theory as a framework, in this article I explore how a bilingual child's language and literacy acquisition is embedded as a social practice within the home…

Research suggests that bilinguals often have weaker vocabulary in their second language compared to that of monolinguals (e.g., Hoff, 2013). It is thus important to identify factors that may facilitate vocabulary learning for bilinguals. One suggested factor is the presence of orthography while learning new oral vocabulary. The current study aims…

This study compared the effectiveness of two encoding strategies (peg system vs. conceptual understanding) on serial learning. Sixty Chinese 5th graders from a primary school in Hong Kong participated in training on the two strategies in two consecutive weeks. While half of the students learned peg system in the first week and conceptual…

Vigorously advocates for realising translanguaging's transformative potential in education. This book examines diverse aspects of advocacy for translanguaging as a legitimate educational practice. It advances a practical theory of the translanguaging of education that is informed by deliberative advocacy and based in evidence. Combinations of…

Vocabulary acquisition is crucial for language learning, yet learners face substantial challenges in memorizing extensive vocabulary. Numerous studies suggest Artificial Intelligence (AI)-based technologies could significantly improve vocabulary acquisition among K-12 learners. Therefore, instructors or teachers must be fully informed of the…

Background: Early-language skills vary and are among the best predictors of later social and academic outcomes. High-quality early interaction supports strong early-language skills. Identifying modifiable sources of variability in early interaction quality is critical to determining intervention need, developing effective caregiver coaching, and…

Emergent writing--the process where young children begin to experiment with written language--is an important contributor to the development of literacy skills. One way for teachers to support the development of writing skills in preschool-aged children is by integrating the Classroom Assessment Scoring System (CLASS) as a framework to foster…

An underexplored question, and one with potentially far-reaching implications for the practice of written corrective feedback (WCF), is whether to mark a wide range of errors (comprehensive feedback) or to focus on a few error types (focused feedback) in learners' L2 writing. Despite limited evidence, it is argued that comprehensive WCF is…

Within a bioecological model, research works over the past decades have shown the significant influence of family micro systemic variables on child development. This study is aimed to test the factorial structure of the Haezi-Etxadi Family Assessment Scale (HEFAS-6), designed to detect protective family factors for language and reading development…

Previous work indicates mutual exclusivity in word learning in monolingual, but not bilingual toddlers. We asked whether this difference indicates distinct conceptual biases, or instead reflects best-guess heuristic use in the absence of context. We altered word-learning contexts by manipulating whether a familiar- or unfamiliar-race speaker…

Purpose: Although children with hearing loss (HL) can benefit from cochlear implants (CIs) and hearing aids (HAs), they often show language delays. Moreover, little is known about the mechanisms by which children with HL learn words. One mechanism by which typically hearing (TH) children learn words is by acquiring word learning biases such as the…

The study used naturalistic data on the production of nominal prefixes in the Otopamean language Northern Pame (autonym: Xi'iuy) to test Whole Word (constructivist) and Minimal Word (prosodic) theories for the acquisition of inflection. Whole Word theories assume that children store words in their entirety; Minimal Word theories assume that…

What can be done to ensure that early intervention programs collaborate with deaf adults and provide families with newly identified deaf newborns with immediate and multiple connections with deaf adults? The aim of this article is to review published recommendations for infusing deaf adults in early intervention programs, to highlight the…

Developmental research, like many fields, is plagued by low sample sizes and inconclusive findings. The problem is amplified by the difficulties associated with recruiting infant participants for research as well as the increased variability in infant responses. With sequential testing designs providing a viable alternative to paradigms facing…