scholarly journals An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city

2021 ◽  
Vol 10 ◽  
Author(s):  
Giang Thi Huong Hoang ◽  
Kristof Baten ◽  
Ludovic De Cuypere ◽  
Tat Thang Hoang ◽  
Miriam Taverniers
Keyword(s):  
Verbal Ability ◽  
Vocabulary Knowledge ◽  
Preschool Age ◽  
Receptive Vocabulary ◽  
Background Information ◽  
Internal Factors ◽  
Multiple Factors ◽  
Vocabulary Skills ◽  
Preschool Age Children ◽  
Child Intelligence

This study explores the effects of child-external and child-internal factors on vocabulary skills of Vietnamese pre-schoolers. Thirty-nine Vietnamese children (54-77 months) were tested on vocabulary and cognition skills. Their parents completed a questionnaire on background information. Correlation and regression analyses were performed to explore the contribution of multiple factors to the variability in vocabulary skills. Results showed that the effects of multiple factors varied across modality and domain. Productive vocabulary was individually sensitive to more factors than receptive vocabulary; and phonologically-based vocabulary was more sensitive than semantically-based vocabulary. The strongest predictor of receptive vocabulary, productive vocabulary, semantically-based vocabulary and phonologically-based vocabulary was child intelligence, child pre-schooling length, household income and child age, respectively. The findings seem to support the multidimensional views of language with evidence that different domains or modalities of vocabulary skills respond to the effects of multiple factors differently; and components of verbal ability should be examined separately.

scholarly journals The Role of Primary Caregiver Vocabulary Knowledge in the Development of Bilingual Children's Vocabulary Skills

2014 ◽  
Vol 57 (5) ◽  
pp. 1804-1816 ◽  
Author(s):  
Milijana Buac ◽  
Megan Gross ◽  
Margarita Kaushanskaya
Keyword(s):  
Second Language ◽  
Native Language ◽  
Primary Caregivers ◽  
Primary Caregiver ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Skills ◽  
Language Exposure ◽  
Language Environment ◽  
The Impact

Purpose The present study examined the impact of environmental factors (socioeconomic status [SES], the percent of language exposure to English and to Spanish, and primary caregivers' vocabulary knowledge) on bilingual children's vocabulary skills. Method Vocabulary skills were measured in 58 bilingual children between the ages of 5 and 7 who spoke Spanish as their native language and English as their second language. Data related to language environment in the home, specifically, the percent of language exposure to each language and SES, were obtained from primary caregiver interviews. Primary caregivers' vocabulary knowledge was measured directly using expressive and receptive vocabulary assessments in both languages. Results Multiple regression analyses indicated that primary caregivers' vocabulary knowledge, the child's percent exposure to each language, and SES were robust predictors of children's English, but not Spanish, vocabulary skills. Conclusion These findings indicate that in the early school ages, primary caregiver vocabulary skills have a stronger impact on bilingual children's second-language than native-language vocabulary.

Final Consonant Discrimination in Children

2002 ◽  
Vol 45 (2) ◽  
pp. 231-242 ◽  
Author(s):  
Jan Edwards ◽  
Robert A. Fox ◽  
Catherine L. Rogers
Keyword(s):  
Age Groups ◽  
Preschool Age ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Older Children ◽  
Typically Developing Children ◽  
Vocabulary Size ◽  
Phonological Disorders ◽  
Preschool Age Children ◽  
Whole Word

Preschool-age children with phonological disorders were compared to their typically developing age peers on their ability to discriminate CVC words that differed only in the identity of the final consonant in whole-word and gated conditions. The performance of three age groups of typically developing children and adults was also assessed on the same task. Children with phonological disorders performed more poorly than age-matched peers, and younger typically developing children performed more poorly than older children and adults, even when the entire CVC word was presented. Performance in the whole-word condition was correlated with receptive vocabulary size and a measure of articulatory accuracy across all children. These results suggest that there is a complex relationship among word learning skills, the ability to attend to fine phonetic detail, and the acquisition of articulatory-acoustic and acoustic-auditory representations.

scholarly journals CORRECT BODY POSTURE AND REMEDIATION OF A BAD BODY POSTURE AT PRESCHOOL AGE CHILDREN

2019 ◽  
Vol 34 (6) ◽  
pp. 1767-1773
Author(s):  
Miloš Nikolić
Keyword(s):  
Preschool Children ◽  
Growth And Development ◽  
Spinal Column ◽  
Body Posture ◽  
Preschool Age ◽  
School Age ◽  
Way Of Life ◽  
Internal Factors ◽  
Therapeutic Exercises ◽  
Preschool Age Children

Preschool children are in a period of the most intense growth and development, and this is also a period when physical education can be used more effectively to guide their proper development. On the other hand, if the necessary care is not taken, the occurrence of poor physical development of preschool children of young school age is increasingly emphasized as a problem, primarily as a consequence of the modern way of life, in which the reduced volume of physical activity is particularly emphasized. We want to emphasize that this is an age where the growth and development of children is very intense and accelerated, so the effects of external and internal factors in both directions are very large and this fact should always be taken into consideration by children's institutions, educators, doctors, parents and to give special care to it. The spinal column was especially endangered during this period, as a basis for proper posture and proper growth and development. Today's children spend most of their days at home, growing and developing with the control and influence of computers, mobile phones, video games and the end of the TV screen, so there is very little time to move around. The author, pointing to the problem, encloses the choice of therapeutic exercises with the application of which could be much influenced in order to prevent the occurrence of poor posture and the formation of physical deformities.

scholarly journals L2 reading and vocabulary development after a short Study Abroad experience

2020 ◽  
pp. 35-55
Author(s):  
Judith Borràs ◽  
Àngels Llanes
Keyword(s):  
Study Abroad ◽  
Reading Fluency ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Placement Test ◽  
L2 Reading ◽  
Vocabulary Skills ◽  
Fluency And Comprehension ◽  
Reading Text

This study explores the development of L2 reading and vocabulary as a result of a short (3-week) SA experience. Given the growing literature on Study Abroad (SA) research, this investigation attempts to shed some light on two rather under-researched areas such as L2 reading and vocabulary, and it does so with a group of adolescents (n= 52), a population often neglected by the SA research despite being one of the most common participants in SA programmes. The participants, Spanish learners of English (L2), were administered a placement test to determine their initial L2 level, a reading text (from which fluency and comprehension were calculated), the Updated Vocabulary Level Test to measure their receptive vocabulary knowledge, and a written essay to capture their productive vocabulary development in terms of lexical accuracy, fluency, density and sophistication. The results indicate that short SA experiences are positive for both reading fluency and comprehension as well as for receptive vocabulary development. Findings are not so positive in terms of productive vocabulary skills. Finally, results failed to show a direct relationship between gains in reading, and initial proficiency and vocabulary level.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

Sign in / Sign up

Export Citation Format

Share Document