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The Receptive-Expressive Gap in English Narratives of Spanish-English Bilingual Children With and Without Language Impairment.
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In: Journal of speech, language, and hearing research : JSLHR, vol 61, iss 6 (2018)
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Difficulties Using Standardized Tests to Identify the Receptive Expressive Gap in Bilingual Children’s Vocabularies*
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The Receptive–Expressive Gap in Bilingual Children With and Without Primary Language Impairment
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The Receptive-Expressive Gap In Bilingual Children With And Without Primary Language Impairment
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The receptive-expressive gap in the vocabulary of young second-language learners: Robustness and possible mechanisms
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The relation between language experience and receptive-expressive semantic gaps in bilingual children
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Abstract:
The purpose of the current study was to explore the influence of language experience on the presence of the receptive-expressive gap. Each of 778 Spanish-English bilingual children screened pre-kindergarten in Utah and Texas were assigned to one of five language experience groups, ranging from functionally monolingual to balanced bilingual. Children’s scores from the language screener semantics subtest administered in both Spanish and English were standardized, and receptive and expressive semantic scores were compared. Children presented with a meaningful gap between receptive and expressive semantic knowledge in English but not Spanish. This gap increased as target-language exposure decreased. Results indicate that current language experience plays a dominant role in influencing the appearance and magnitude of the receptive-expressive gap.
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5902174/ https://doi.org/10.1080/13670050.2012.743960
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