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Accuracy of the Language Environment Analyses (LENA(™)) system for estimating child and adult speech in laboratory settings
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In: J Child Lang (2020)
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Off to a good start: Early Spanish-language processing efficiency supports Spanish- and English-language outcomes at 4½ years in sequential bilinguals
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In: Dev Sci (2020)
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Abstract:
Many Latino children in the U.S. speak primarily Spanish at home with few opportunities for exposure to English before entering school. For monolingual children, the strongest early predictor of later school success is oral language skill developed before kindergarten. Less is known about how early oral language skills support later learning in sequential bilingual children. A question with wide-reaching significance is whether skill in a child’s first language (L1) supports later learning in a second language (L2). In this longitudinal study of sequential Spanish-English bilinguals, we assessed oral language skills in Spanish at 2 years through parent reports of vocabulary size and children’s real-time language processing efficiency (Accuracy, RT) in the ‘looking-while-listening’ (LWL) task. At 4½ years, we assessed language outcomes in both Spanish and English using standardized tests. Reported relative exposure to each language was significantly correlated with language outcomes in Spanish and English. Within-language relations were observed between Spanish vocabulary size and processing efficiency at 2 years and later Spanish-language outcomes. Critically, across-language relations were also observed: Children with stronger Spanish-language processing efficiency at 2 years had stronger English-language skills at 4½ years, controlling for socioeconomic status and exposure to English. Children’s early language processing efficiency in Spanish is associated with stronger real-time information processing skills that support maintenance of Spanish and learning in English when these children enter school. These results support the recommendation that primarily Spanish-speaking families should engage in activities that promote children’s Spanish-language skills while also seeking opportunities for children to be exposed to English.
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URL: http://www.ncbi.nlm.nih.gov/pubmed/32320106 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8131037/ https://doi.org/10.1111/desc.12973
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Predictors of early vocabulary growth in children born preterm and full term A study of processing speed and medical complications
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In: Child Neuropsychol (2019)
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Speed of Language Comprehension at 18 months Predicts School-Relevant Outcomes at 54 months in Children Born Preterm
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Real-time lexical comprehension in young children learning American Sign Language
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Real-time lexical comprehension in young children learning American Sign Language ...
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Caregiver talk to young Spanish-English bilinguals: Comparing direct observation and parent-report measures of dual-language exposure
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Early language processing efficiency predicts later receptive vocabulary outcomes in children born preterm
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Social and Discourse Contributions to the Determination of Reference in Cross-Situational Word Learning
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In: Stanford University web domain (2013)
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Fast mapping, slow learning: Disambiguation of novel word-object mappings in relation to vocabulary learning at 18, 24, and 30 months
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Grammatical gender in L2: A production or a real-time processing problem?
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SES differences in language processing skill and vocabulary are evident at 18 months
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Knowing a lot for one’s age: Vocabulary skill and not age is associated with anticipatory incremental sentence interpretation in children and adults
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Individual Differences in Lexical Processing at 18 Months Predict Vocabulary Growth in Typically-Developing and Late-Talking Toddlers
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Blue Car, Red Car: Developing Efficiency in Online Interpretation of Adjective-Noun Phrases
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Real-time processing of gender-marked articles by native and non-native Spanish speakers
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How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish-English bilinguals
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Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish-learning children
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