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Working memory predicts word learning (Gray et al., 2022) ...
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Working memory predicts word learning (Gray et al., 2022) ...
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Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities ...
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Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities ...
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Preschool and Kindergarten Predictors of 6th Grade Reading Comprehension in Monolingual English and Spanish-English Bilingual Children ...
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Addendum to osf.io/4sfnu: Preschool and Kindergarten Predictors of 6th Grade Reading Comprehension in Monolingual English and Spanish-English Bilingual Children ...
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Concurrent Predictors of Reading Comprehension in Spanish-English Dual-Language Learners and Monolingual English 6th Graders ...
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The Process and Product of Coherence Monitoring in Young Readers:Effects of Reader and Text Characteristics
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The Structure of Word Learning in Young School-Age Children
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In: J Speech Lang Hear Res (2020)
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The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics
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In: Sci Stud Read (2020)
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Novel Word Learning in Children Who Are Bilingual: Comparison to Monolingual Peers
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Abstract:
PURPOSE: We compared novel word learning in 2nd-grade children with typical development who were Spanish–English bilinguals to English monolinguals to understand word learning in bilingual children. METHOD: Children (monolinguals n = 167, bilinguals n = 76) engaged in 5 computer-based tasks that assessed word learning in 6 different contexts. The tasks measured children's ability to link novel names with novel objects/actions, make decisions about the accuracy of those names and objects/actions, recognize the semantic features of the objects/actions, and produce the novel names. For analysis, we used Bayesian repeated-measures analyses of covariance with Bayesian independent-samples t tests to clarify interactions. RESULTS: Monolingual and bilingual children differed in some, but not most, word learning situations. There was at least moderate evidence that bilingual children were less accurate at naming in 1 condition and at detecting mispronunciations in 3 of 6 contexts and were less accurate at judging semantic features of a referent when that referent was paired with orthographic information. DISCUSSION: Among children with typical development, there were few differences in novel word learning between monolingual and bilingual participants. When differences did occur, they suggested that bilinguals were more accepting of phonological variations of word productions than their monolingual peers.
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Keyword:
Language
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6808359/ https://doi.org/10.1044/2019_JSLHR-L-18-0009 http://www.ncbi.nlm.nih.gov/pubmed/31225982
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Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks
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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Short-term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities
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The Structure of Working Memory in Young Children and Its Relation to Intelligence
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Interactions between Bilingual Effects and Language Impairment: Exploring Grammatical Markers in Spanish-Speaking Bilingual Children
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