Effects of fathers’ and mothers’ expectations and home literacy involvement on their children's cognitive–linguistic skills, vocabulary, and word reading

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0801.23 ◽

1977 ◽

Vol 8 (1) ◽

pp. 23-32

Author(s):

Gerald E. Chappell

Keyword(s):

Basic Concept ◽

Concept Formation ◽

Intervention Program ◽

Cognitive Linguistic ◽

Basic Concepts ◽

Linguistic Skills ◽

Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

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The Relationships among Spelling, Cognitive-Linguistic Skills and Written Expression

JOURNAL OF SPECIAL EDUCATION & REHABILITATION SCIENCE ◽

10.23944/jsers.2020.03.59.1.13 ◽

2020 ◽

Vol 59 (1) ◽

pp. 265-287

Author(s):

Ae-Hwa Kim

Keyword(s):

Written Expression ◽

Cognitive Linguistic ◽

Linguistic Skills

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Chapter 19. Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children

Writing Systems, Reading Processes, and Cross-Linguistic Influences - Bilingual Processing and Acquisition ◽

10.1075/bpa.7.19cho ◽

2018 ◽

pp. 391-410

Author(s):

Jeung-Ryeul Cho

Keyword(s):

Korean Children ◽

Reading And Writing ◽

Cognitive Linguistic ◽

Linguistic Skills ◽

Korean Hangul

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Terminology and Methodology in the Assessment of Cognitive-Linguistic Disorders

Brain Impairment ◽

10.1375/brim.7.3.212 ◽

2006 ◽

Vol 7 (3) ◽

pp. 212-222 ◽

Cited By ~ 10

Author(s):

Richard Body ◽

Michael R. Perkins

Keyword(s):

Explanatory Power ◽

Communication Disorders ◽

Communicative Function ◽

Systematic Assessment ◽

Cognitive Linguistic ◽

Neurogenic Origin ◽

Linguistic Skills

AbstractThe term ‘cognitive-linguistic’ has been widely adopted in descriptions of a variety of communication disorders of neurogenic origin. Despite this, clear agreement on the meaning of the term has yet to be reached, with the result that it is used both inconsistently and misleadingly. This lack of terminological clarity also undermines the assessment of complex communicative function. In this article the terminology associated with complex communication disorders is discussed and a simple framework for conceptualising cognitive-linguistic function is outlined. On the basis of this it is proposed that some currently available assessments that purport to measure cognitive-linguistic skills in fact have less explanatory power than other assessments that are often not specifically targeted at communication. Further, it is suggested that the framework offers an ecologically valid basis for the systematic assessment of cognitive-linguistic function.

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THE BENEFICIAL ROLE OF L1 SPOKEN LANGUAGE SKILLS ON INITIAL L2 SIGN LANGUAGE LEARNING

Studies in Second Language Acquisition ◽

10.1017/s0272263116000322 ◽

2016 ◽

Vol 39 (4) ◽

pp. 833-850 ◽

Cited By ~ 1

Author(s):

Joshua T. Williams ◽

Isabelle Darcy ◽

Sharlene D. Newman

Keyword(s):

Second Language ◽

Language Learning ◽

American Sign Language ◽

Sign Language ◽

Verbal Memory ◽

Linear Regression Analysis ◽

Vocabulary Knowledge ◽

Cognitive Linguistic ◽

Linguistic Skills ◽

Phonetic Categorization

Understanding how language modality (i.e., signed vs. spoken) affects second language outcomes in hearing adults is important both theoretically and pedagogically, as it can determine the specificity of second language (L2) theory and inform how best to teach a language that uses a new modality. The present study investigated which cognitive-linguistic skills predict successful L2 sign language acquisition. A group (n = 25) of adult hearing L2 learners of American Sign Language underwent a cognitive-linguistic test battery before and after one semester of sign language instruction. A number of cognitive-linguistic measures of verbal memory, phonetic categorization skills, and vocabulary knowledge were examined to determine whether they predicted proficiency in a multiple linear regression analysis. Results indicated that English vocabulary knowledge and phonetic categorization skills predicted both vocabulary growth and self-rated proficiency at the end of one semester of instruction. Memory skills did not significantly predict either proficiency measures. These results highlight how linguistic skills in the first language (L1) directly predict L2 learning outcomes regardless of differences in L1 and L2 language modalities.

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Unpacking the relations between home literacy environment and word reading in Chinese children: The influence of parental responsive behaviors and parents’ difficulties with literacy activities

Early Childhood Research Quarterly ◽

10.1016/j.ecresq.2021.04.002 ◽

2021 ◽

Vol 56 ◽

pp. 190-200

Author(s):

Lei Wang ◽

Duo Liu

Keyword(s):

Word Reading ◽

Home Literacy Environment ◽

Home Literacy ◽

Chinese Children ◽

Literacy Environment ◽

Literacy Activities

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Predictors of reading among Herero–English bilingual Namibian school children

Bilingualism Language and Cognition ◽

10.1017/s1366728905002282 ◽

2005 ◽

Vol 8 (3) ◽

pp. 239-254 ◽

Cited By ~ 12

Author(s):

KAZUVIRE VEII ◽

JOHN EVERATT

Keyword(s):

Phonological Processing ◽

Reading Ability ◽

Word Reading ◽

Literacy Skills ◽

Semantic Fluency ◽

Linguistic Processing ◽

Central Processing ◽

English Bilingual ◽

Cognitive Linguistic ◽

Sound Discrimination

Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent language (Herero) supported the predictions of the script dependent hypothesis. However, the central processing hypothesis was also supported by evidence indicating that common underlying cognitive-linguistic processing skills predicted literacy levels across the two languages. The results argue for the importance of phonological processing skills for the development of literacy skills across languages/scripts and show that phonological skills in the L2 can be reliable predictors of literacy in the L1.

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