Brain signatures of native and non-native words in French-learning 24-month-olds: The effect of vocabulary skills

2022 ◽  
Vol 62 ◽  
pp. 101055
Author(s):  
Oytun Aygün ◽  
Pia Rämä
Keyword(s):  
Vocabulary Skills

Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes

2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  
Keyword(s):  
High Stress ◽  
Social Validity ◽  
Home Language ◽  
Single Subject ◽  
Considerable Difficulty ◽  
Home Program ◽  
Iterative Development ◽  
Vocabulary Skills ◽  
Validity Measures ◽  
At Home

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.

A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures

2019 ◽  
Vol 62 (6) ◽  
pp. 1775-1786 ◽  
Author(s):  
Lucía I. Méndez ◽  
Gabriela Simon-Cereijido
Keyword(s):  
Low Income ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
L2 Acquisition ◽  
Cross Sectional ◽  
Specific Language ◽  
Vocabulary Skills ◽  
In The Beginning ◽  
Study Participants ◽  
L1 And L2

Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.

First Person: The best-laid plans of mice and men

2019 ◽  
Vol 101 (1) ◽  
pp. 43-44
Author(s):  
Gerald L. Fowler
Keyword(s):  
Language Learning ◽  
Master's Degree ◽  
Literacy Learning ◽  
Degree Program ◽  
First Person ◽  
Master's Degree Program ◽  
Vocabulary Skills ◽  
Of Mice And Men ◽  
Master’S Degree

When Gerald Fowler began teaching 1st grade, he was sure the knowledge he’d gained from his master’s degree program had prepared him to create a classroom where students would be immersed in literacy learning from Day 1. From his studies, he’d come across the idea of introducing mice to the classroom to get students talking and building vocabulary skills. He opted instead for gerbils. One student’s surprising reaction to the gerbils taught Fowler about the complexities of language learning and the importance of experiences in increasing a child’s vocabulary.

Exploring the Impact of Television Watching on Vocabulary Skills in Toddlers

2013 ◽  
Vol 42 (5) ◽  
pp. 343-349 ◽  
Author(s):  
Tracy Packiam Alloway ◽  
Skyler Williams ◽  
Britney Jones ◽  
Fiona Cochrane
Keyword(s):  
Television Watching ◽  
Vocabulary Skills ◽  
The Impact

The Effectiveness of Crossword Puzzle in Improving Mufradat Skills

2021 ◽  
Vol 1 (2) ◽  
pp. 55-62
Author(s):  
Mutia Khaira
Keyword(s):  
Language Proficiency ◽  
Experimental Approach ◽  
Vocabulary Learning ◽  
Crossword Puzzle ◽  
Vocabulary Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Puzzle Games ◽  
The Right

Arabic mufradat is an element of various language elements, where the richness of vocabulary is part of the indicator of language proficiency. In reality, vocabulary learning often encounters obstacles, therefore choosing the right media is part of an effort to overcome the existing difficulties. This study aimed to test the effectiveness of the puzzle in improving Arabic vocabulary skills. This study was conducted with a quasi-experimental approach where data were obtained through pre-test and post-test. Based on the results, the use of puzzle games as learning media was effective to improve mufradat skills.

Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills

2003 ◽  
Vol 12 (4) ◽  
pp. 463-471 ◽  
Author(s):  
Susan Rvachew ◽  
Alyssa Ohberg ◽  
Meghann Grawburg ◽  
Joan Heyding
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Language Skills ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Vocabulary Skills ◽  
Literacy Knowledge ◽  
Age Appropriate ◽  
Expressive Phonology

The purpose of this study was to compare the phonological awareness abilities of 2 groups of 4-year-old children: one with normally developing speech and language skills and the other with moderately or severely delayed expressive phonological skills but age-appropriate receptive vocabulary skills. Each group received tests of articulation, receptive vocabulary, phonemic perception, early literacy, and phonological awareness skills. The groups were matched for receptive language skills, age, socioeconomic status, and emergent literacy knowledge. The children with expressive phonological delays demonstrated significantly poorer phonemic perception and phonological awareness skills than their normally developing peers. The results suggest that preschool children with delayed expressive phonological abilities should be screened for their phonological awareness skills even when their language skills are otherwise normally developing.

scholarly journals Preschool speech intelligibility and vocabulary skills predict long-term speech and language outcomes following cochlear implantation in early childhood

2013 ◽  
Vol 15 (4) ◽  
pp. 200-210 ◽  
Author(s):  
Irina Castellanos ◽  
William G Kronenberger ◽  
Jessica Beer ◽  
Shirley C Henning ◽  
Bethany G Colson ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cochlear Implantation ◽  
Speech Intelligibility ◽  
Language Outcomes ◽  
Speech And Language ◽  
Vocabulary Skills

scholarly journals Identification of Foreign-Accented Words in Preschoolers With and Without Speech Sound Disorders

2020 ◽  
Vol 63 (5) ◽  
pp. 1340-1351
Author(s):  
Françoise Brosseau-Lapré ◽  
Wan Hee Kim
Keyword(s):  
Word Identification ◽  
Speech Sound ◽  
Receptive Vocabulary ◽  
English Speaker ◽  
Speech And Language ◽  
Vocabulary Size ◽  
Phonological Representations ◽  
Native English Speaker ◽  
Vocabulary Skills ◽  
Language Tests

Purpose The aim of this study was to investigate the ability of preschoolers with speech sound disorder (SSD) and with typical speech and language development (TD) to understand foreign-accented words, providing a window into the quality of their underlying phonological representations. We also investigated the relationship between vocabulary skills and the ability to identify words that are frequent and have few neighbors (lexically easy words) and words that are less frequent and have many neighbors (lexically hard words). Method Thirty-two monolingual English-speaking children (16 with SSD, 16 with TD), ages 4 and 5 years, completed standardized speech and language tests and a two-alternative forced-choice word identification task of English words produced by a native English speaker and a native Korean speaker. Results Children with SSD had more difficulty identifying words produced by both talkers than children with TD and showed a larger difficulty identifying Korean-accented words. Both groups of children identified lexically easy words more accurately than lexically hard words, although this difference was not significant when including receptive vocabulary skills in the analysis. Identification of lexically hard words, both those produced by the native English speaker and the nonnative English speaker, increased with vocabulary size. Conclusion Considering the performance of the children with SSD under ideal listening conditions in this study, we can assume that, as a group, children with SSD may experience greater difficulty identifying foreign-accented words in environments with background noise.

Sign in / Sign up

Export Citation Format

Share Document