NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1200037
Record Type: Journal
Publication Date: 2019-Jan
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-0009
A Multi-Group Approach to Examining Language Development in At-Risk Learners
Delcenserie, A.; Genesee, F.; Trudeau, N.; Champoux, F.
Journal of Child Language, v46 n1 p51-79 Jan 2019
A battery of standardized language tests and control measures was administered to three groups of at-risk language learners -- internationally adopted children, deaf children with cochlear implants, and children with specific language impairment -- and to groups of second-language learners and typically developing monolingual children. All children were acquiring French, were matched on age, gender, and socioeconomic status, and were between age 5;0 and 7;3 at the time of testing. Differences between the at-risk and not-at-risk groups were evident in all domains of language testing. The children with SLI or CIs scored significantly lower than the IA children and all three at-risk groups scored lower than the monolingual group; the L2 and IA groups scored similarly. The results suggest that children with limited access to, or ability to process, early language input are at greater risk than children with delayed input to an additional language but otherwise typical or relatively typical early input.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A