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    • Applied Psychology and Human Development (5)
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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Literacy Development in Canadian French Immersion Students: The Role of Oral Language Krenca, Klaudia. - 2020 BASE Show details 2 The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study Shamim, Abir. - 2019 BASE Show details 3 Becoming bilingual readers: Examining orthographic processing in learning to read English and French Chung, Sheila Cira. - 2018 BASE Show details 4 Lexical Knowledge and Bilingual Reading: Within- and Cross-language Associations of Paradigmatic and Syntagmatic Knowledge in English and Mandarin Koh, Poh Wee. - 2017 Abstract: The cross-language relationship of lexical knowledge between typologically dissimilar languages has not received much attention in previous studies. The relationship between lexical depth and reading comprehension in English and Mandarin was thus investigated in two studies. In Study 1, 139 Mandarin-English speaking children (n= 87, aged 8-9 years; n= 52, aged 10-11 years) completed parallel measures of two aspects of lexical depth, paradigmatic and syntagmatic knowledge in both English and Mandarin, along with measures of lexical breadth and non-verbal reasoning. Regression analyses showed a cross-language relationship for paradigmatic but not syntagmatic knowledge for both the younger and older children. In Study 2, the same children were measured for working memory, word reading, morphological awareness and reading comprehension in both languages in addition to the measures used in Study 1. Paradigmatic knowledge was found to be a significant predictor of reading comprehension in both languages but syntagmatic knowledge was a unique predictor only for comprehension in Mandarin for both age cohorts. A cross-language relationship was only observed in the older children between Mandarin paradigmatic knowledge and English reading comprehension. Study 1 results provide evidence of a link between the mental lexicons of both languages in Mandarin-English speaking children at the paradigmatic level. Study 2 findings point to the importance of lexical depth in reading comprehension in both English and Mandarin. The cross-language paradigmatic knowledge-reading comprehension link was found in bilingual children learning contrasting languages but was limited to older children. These findings have implications for instructional practice to facilitate lexical development in bilingual children. ; Ph.D. Keyword: 0282; Bilinguals; English and Mandarin; Lexical knowledge URL: http://hdl.handle.net/1807/76452 BASE Hide details 5 Vocabulary Skill of Bilingual Adolescents: The Effects of First Language Background and Language Learning Context Karen Au-Yeung, Kin Man. - 2016 BASE Show details

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