scholarly journals The impact of lexical skills and executive functioning on L1 and L2 phonological awareness in bilingual kindergarten

2021 ◽  
Vol 88 ◽  
pp. 102009
Author(s):  
Hedi Kwakkel ◽  
Mienke Droop ◽  
Ludo Verhoeven ◽  
Eliane Segers
Keyword(s):  
Executive Functioning ◽  
Phonological Awareness ◽  
Lexical Skills ◽  
L1 And L2 ◽  
The Impact

scholarly journals Interdisciplinary and Intercultural Development of an Early Literacy App in Dhuwaya

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 106
Author(s):  
Gillian Wigglesworth ◽  
Melanie Wilkinson ◽  
Yalmay Yunupingu ◽  
Robyn Beecham ◽  
Jake Stockley
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
First Language ◽  
Literacy Skills ◽  
Intercultural Development ◽  
Educational Challenges ◽  
English Speaking ◽  
Surrounding Areas ◽  
Bilingual School ◽  
The Impact

Phonological awareness is a skill which is crucial in learning to read. In this paper, we report on the challenges encountered while developing a digital application (app) for teaching phonological awareness and early literacy skills in Dhuwaya. Dhuwaya is a Yolŋu language variety spoken in Yirrkala and surrounding areas in East Arnhem Land. Dhuwaya is the first language of the children who attend a bilingual school in which Dhuwaya and English are the languages of instruction. Dhuwaya and English have different phonemic inventories and different alphabets. The Dhuwaya alphabet is based on Roman alphabet symbols and has 31 graphemes (compared to 26 in English). The app was designed to teach children how to segment and blend syllables and phonemes and to identify common words as well as suffixes used in the language. However, the development was not straightforward, and the impact of the linguistic, cultural and educational challenges could not have been predicted. Amongst these was the inherent variation in the language, including glottal stops, the pronunciation of stops, the focus on syllables as a decoding strategy for literacy development and challenges of finding one-syllable words such as those initially used with English-speaking children. Another challenge was identifying culturally appropriate images which the children could relate to and which were not copyrighted. In this paper, we discuss these plus a range of other issues that emerged, identifying how these problems were addressed and resolved by the interdisciplinary and intercultural team.

The impact of preterm birth on the executive functioning of preschool children: A systematic review

2021 ◽  
pp. 1-18
Author(s):  
Carolina Cruvinel Sandoval ◽  
Cláudia Maria Gaspardo ◽  
Maria Beatriz Martins Linhares
Keyword(s):  
Systematic Review ◽  
Preterm Birth ◽  
Preschool Children ◽  
Executive Functioning ◽  
The Impact

scholarly journals Interdependence between L1 and L2: The case of Syrian children with refugee backgrounds in Canada and the Netherlands

2021 ◽  
pp. 1-36
Author(s):  
Elma Blom ◽  
Adriana Soto-Corominas ◽  
Zahraa Attar ◽  
Evangelia Daskalaki ◽  
Johanne Paradis
Keyword(s):  
The Netherlands ◽  
Maternal Education ◽  
First Language ◽  
Refugee Camp ◽  
Syntactic Skills ◽  
Two Samples ◽  
Bilingual Language Development ◽  
Dutch Sample ◽  
L1 And L2 ◽  
The Impact

Abstract Children who are refugees become bilingual in circumstances that are often challenging and that can vary across national contexts. We investigated the second language (L2) syntactic skills of Syrian children aged 6-12 living in Canada (n = 56) and the Netherlands (n = 47). Our goal was to establish the impact of the first language (L1 = Syrian Arabic) skills on L2 (English, Dutch) outcomes and whether L1–L2 interdependence is influenced by the length of L2 exposure. To measure L1 and L2 syntactic skills, cross-linguistic Litmus Sentence Repetition Tasks (Litmus-SRTs) were used. Results showed evidence of L1–L2 interdependence, but interdependence may only surface after sufficient L2 exposure. Maternal education level and refugee camp experiences differed between the two samples. Both variables impacted L2 outcomes in the Canadian but not in the Dutch sample, demonstrating the importance to examine refugee children’s bilingual language development in different national contexts.

The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals

2015 ◽  
Vol 37 (5) ◽  
pp. 1083-1115 ◽  
Author(s):  
ALEXANDRA GOTTARDO ◽  
ADRIAN PASQUARELLA ◽  
XI CHEN ◽  
GLORIA RAMIREZ
Keyword(s):  
Grain Size ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
First Language ◽  
Phonological Sensitivity ◽  
English Reading ◽  
Syllable Onset ◽  
Different Orthographies ◽  
The Impact

ABSTRACTThe relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the orthography being read, English or the L1. Phonological awareness subcomponents related to English reading were generally similar for the three English L2 groups, despite differences in the orthographies of learners’ native language. The findings support the psycholinguistic grain size theory with regard to links between phonological sensitivity and the sound–symbol correspondences used to read the specific languages.

scholarly journals Mobile Technology Use and Its Association With Executive Functioning in Healthy Young Adults: A Systematic Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Rachel E. Warsaw ◽  
Andrew Jones ◽  
Abigail K. Rose ◽  
Alice Newton-Fenner ◽  
Sophie Alshukri ◽  
...  
Keyword(s):  
Systematic Review ◽  
Decision Making ◽  
Executive Functioning ◽  
Mobile Technology ◽  
Systematic Reviews ◽  
Technology Use ◽  
Memory Performance ◽  
Mobile Technologies ◽  
Smartphone Use ◽  
The Impact

Introduction: Screen-based and mobile technology has grown at an unprecedented rate. However, little is understood about whether increased screen-use affects executive functioning (EF), the range of mental processes that aid goal attainment and facilitate the selection of appropriate behaviors. To examine this, a systematic review was conducted.Method: This systematic review is reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. A comprehensive literature search was conducted using Web of Science, MEDLINE, PsycINFO and Scopus databases to identify articles published between 2007 and March 2020, examining the use of mobile technologies on aspects of EF in healthy adults aged 18–35 years. In total 6079 articles were screened by title, and 39 screened by full text. Eight eligible papers were identified for inclusion. Our methods were pre-registered on the PROSPERO international prospective register of systematic reviews.Results: A total of 438 participants were included across the eight studies. Five of the eight studies examined more than one EF. Five studies measured inhibition, and four studies measured decision-making. Smartphone use was negatively associated with inhibition and decision-making. Working memory performance was found to be improved by increased time engaging in video games and by refraining from smartphone use prior to bedtime. Quality assessments indicated high risk of methodological biases across the studies and a low quality of evidence for determining the relationship between technology use and executive functioning.Conclusions: This review highlights the scarcity of the literature in this area. It presents a call for rigorous and objective research to further our understanding of the impact of mobile technology on different aspects of executive function.

scholarly journals Applying a Modified Version of the Theory of Planned Behaviour to Predict Reactive Physical Aggression Between Undergraduate Students

2021 ◽  
Author(s):  
Jennifer E. Newman
Keyword(s):  
Executive Functioning ◽  
University Students ◽  
Undergraduate Students ◽  
Physical Aggression ◽  
Aggressive Behaviour ◽  
Theory Of Planned Behaviour ◽  
Implicit Attitudes ◽  
Planned Behaviour ◽  
Tpb Model ◽  
The Impact

The current dissertation applied a modified version of the Theory of Planned Behaviour (TPB) to predict reactive physical aggression between university students. In addition to examining the primary constructs of the traditional TPB model (attitudes, subjective norms, perceived behavioural control and intentions), this dissertation extended the traditional model by also examining the impact of implicit attitudes toward aggression as well as executive functioning in the prediction of reactive physical aggression. Results provided support for the application of the traditional TPB model in the prediction of reactive physical aggression, although implicit attitudes and executive functioning did not significantly contribute to the prediction of aggressive behaviour in this sample. Gaining a better understanding of the predictors of reactive physical aggression between university students may lead to the identification of early intervention strategies for individual aggressors. This may in turn help to prevent the possible escalation of aggressive behaviour and create a safer and less threatening campus environment for all students.

scholarly journals EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading

2018 ◽  
Vol 7 (2) ◽  
pp. 95
Author(s):  
Yousef Alshaboul
Keyword(s):  
Phonological Awareness ◽  
Reading Instruction ◽  
Prospective Teachers ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Efl Teachers ◽  
And Gender ◽  
Children's Reading ◽  
The Impact ◽  
Children’S Reading

Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness. 

scholarly journals Circadian rhythms and second language performance

2017 ◽  
Vol 7 (1) ◽  
pp. 47-60
Author(s):  
Kees De Bot ◽  
Fang Fang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Lexical Access ◽  
Language Processing ◽  
Language Performance ◽  
Intraindividual Variation ◽  
The Hours ◽  
L1 And L2 ◽  
The Impact ◽  
Second Language Performance

Human behavior is not constant over the hours of the day, and there are considerable individual differences. Some people raise early and go to bed early and have their peek performance early in the day (“larks”) while others tend to go to bed late and get up late and have their best performance later in the day (“owls”). In this contribution we report on three projects on the role of chronotype (CT) in language processing and learning. The first study (de Bot, 2013) reports on the impact of CT on language learning aptitude and word learning. The second project was reported in Fang (2015) and looks at CT and executive functions, in particular inhibition as measured by variants of the Stroop test. The third project aimed at assessing lexical access in L1 and L2 at preferred and non-preferred times of the day. The data suggest that there are effects of CT on language learning and processing. There is a small effect of CT on language aptitude and a stronger effect of CT on lexical access in the first and second language. The lack of significance for other tasks is mainly caused by the large interindividual and intraindividual variation.

Mindfulness and Executive Functioning in Preadolescents and Adolescents: A Scoping Review

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512515329p1-7512515329p1
Author(s):  
Rebecca Mariel Rutta ◽  
Shamta Kumar ◽  
Varada Pisharody ◽  
Kaitlyn Cecilia Irwin ◽  
Nancy Baker ◽  
...  
Keyword(s):  
Executive Functioning ◽  
Executive Functions ◽  
Scoping Review ◽  
Target Population ◽  
Current Evidence ◽  
Mindfulness Interventions ◽  
The Impact ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Executive functions, including attention and regulation, are relevant to successful participation in complex occupations. A scoping review was conducted to summarize and evaluate current evidence for the impact of mindfulness on the attention and regulation skills of preadolescents and adolescents. Findings suggest early promise of mindfulness interventions in improving these skills in the target population. However, firm conclusions cannot be drawn due to low trustworthiness of the evidence. Primary Author and Speaker: Rebecca Mariel Rutta Additional Authors and Speakers: Shamta Kumar, Varada Pisharody, and Kaitlyn Cecilia Irwin Contributing Authors: Nancy Baker, Elizabeth Marfeo, and Margaret Morris

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