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Kim, Yun Jung; Sundara, Megha – Developmental Science, 2021
Each language has its unique way to mark grammatical information such as gender, number and tense. For example, English marks number and tense/aspect information with morphological suffixes (e.g., -"s" or -"ed"). These morphological suffixes are crucial for language acquisition as they are the basic building blocks of syntax,…
Descriptors: Infants, Morphemes, Grammar, English
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Binder, Katherine S.; Tremblay, Kathryn A.; Joseph, Alison – Journal of Research in Reading, 2020
Background: The purpose of the current study was to examine how the morphological structure of a real word or novel word affected the incidental vocabulary learning of participants and to examine how these target items are processed as they are read. In addition, we examined the roles of vocabulary depth and breadth in the process of incidental…
Descriptors: Incidental Learning, Morphology (Languages), Reading Processes, Eye Movements
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Noreillie, Ann-Sophie; Desmet, Piet; Peters, Elke – Canadian Modern Language Review, 2020
The present study aims to explore both native and non-native French speakers' spoken output in two dialogic speaking tasks. More specifically, the aim of this study was threefold. First, the researchers focused on the relationship between L2 learners' receptive and productive vocabulary knowledge and their vocabulary use in two dialogic speaking…
Descriptors: Second Language Learning, French, Vocabulary, Speech Communication
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Herman, Eric; Leeser, Michael J. – Modern Language Journal, 2022
This study examined the relationship between lexical coverage (i.e., the percentage of known word tokens in a text) and second language (L2) reading comprehension. Several studies have suggested that adequate comprehension occurs between 95% and 98% coverage, but no study has investigated beginning-level learners reading under the conditions of…
Descriptors: Reading Comprehension, Spanish, Second Language Learning, Second Language Instruction
Stacy, Maria E. – ProQuest LLC, 2021
Reading comprehension assessments often vary from one measure to another related to the response format required, passage length and other variables. Yet, these measures purport to assess the same skill of reading comprehension, and they are often used interchangeably. Over the last decade some reading researchers have raised concerns that the…
Descriptors: Reading Tests, Reading Comprehension, Achievement Tests, Test Format
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Collett, Jennifer; Dubetz, Nancy – Reading Teacher, 2022
In this article we identify ways to scaffold content-specific instruction to support your multilingual learners' academic language development. With the definition that academic language compromises of vocabulary, linguistic functions, and syntax, we share ways to integrate three instructional practices across your instruction. These practices…
Descriptors: Teaching Methods, Scaffolding (Teaching Technique), Multilingualism, Oral Language
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DeDe, Gayle; Hoover, Elizabeth – Topics in Language Disorders, 2021
Purpose: This article reviews four discourse measures and examines whether they are sensitive to impairments in people with both mild and severe aphasia. We also ask whether these measures were sensitive to effects of conversation treatment in two case examples. Method: Two people with aphasia, one mild and fluent and the other severe and…
Descriptors: Aphasia, Discourse Analysis, Measures (Individuals), Language Impairments
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Zhang, Yanhui; Wu, Weiping – Language Testing in Asia, 2021
This study proposed an innovative automated approach to differentiation of the vocabulary proficiency of Chinese speakers. A robust K-means algorithm was designed to compare the oral proficiency between L1 and L2 Chinese speakers regarding lexical richness and how relatively effective the various lexical measures were in performing the…
Descriptors: Native Language, Second Language Learning, Vocabulary Skills, Chinese
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Yu, Xiaoru; Janse, Esther; Schoonen, Rob – Studies in Second Language Acquisition, 2020
Little research has been done on the effect of learning context on L2 listening development. Motivated by DeKeyser's (2015) skill acquisition theory of second language acquisition, this study compares L2 listening development in study abroad (SA) and at home (AH) contexts from both language knowledge and processing perspectives. One hundred…
Descriptors: Second Language Learning, Listening Comprehension, Foreign Countries, Graduate Students
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Goodwin, Amanda P.; Petscher, Yaacov; Reynolds, Dan – Grantee Submission, 2021
Purpose: This study explores the roles of morphological skills (Morphological Awareness, Morphological-Syntactic-Knowledge, Morphological-Semantic-Knowledge, and Morphological-Orthographic/Phonological-Knowledge), vocabulary (knowledge of definitions, relationships between words, and polysemous meanings), and syntax in contributing to adolescent…
Descriptors: Reading Comprehension, Morphology (Languages), Metalinguistics, Syntax
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Yang, Xiujie; Yan, Mengge; Ruan, Yijun; Ku, Serena Yuk Yee; Lo, Jason Chor Ming; Peng, Peng; McBride, Catherine – Journal of Educational Psychology, 2022
The present study presents a meta-analysis of the relations between phonological processing abilities and different mathematics subskills. Using a random-effects model with 94 studies (135 unique samples, 826 effect sizes), the present meta-analysis revealed a significant general association between phonological processing and mathematics (average…
Descriptors: Mathematics Instruction, Phonology, Language Processing, Meta Analysis
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Panda, Erin J.; Emami, Zahra; Valiante, Taufik A.; Pang, Elizabeth W. – Developmental Science, 2021
As we listen to speech, our ability to understand what was said requires us to retrieve and bind together individual word meanings into a coherent discourse representation. This so-called semantic unification is a fundamental cognitive skill, and its development relies on the integration of neural activity throughout widely distributed functional…
Descriptors: Brain Hemisphere Functions, Cognitive Processes, Semantics, Individual Differences
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Tang, Kok-Sing; Rappa, Natasha Anne – International Journal of Science and Mathematics Education, 2021
This paper illustrates the role of metalanguage in an explicit literacy instruction to talk about the forms and functions of scientific genres, particularly the genre of explanation. In the context of science, metalanguage refers to the technical terms for talking "about" scientific language using words like law, hypothesis, and…
Descriptors: Metalinguistics, Science Instruction, Teaching Methods, Literacy Education
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Pellicer-Sánchez, Ana – Language Teaching, 2019
There has been extensive research in the last 20 years on the effectiveness of different instructional interventions and learning conditions on the acquisition of vocabulary. However, very few attempts have been made to explore how vocabulary knowledge develops over time. This paper argues for the need to conduct more longitudinal studies on…
Descriptors: Vocabulary, Vocabulary Development, Vocabulary Skills, Second Language Learning
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Rowe, Meredith L.; Leech, Kathryn A. – Developmental Science, 2019
Socioeconomic disparities in children's early vocabulary skills can be traced back to disparities in gesture use at age one and are due, in part, to the quantity and quality of communication children are exposed to by parents. Further, parents' mindsets about intelligence contribute to their interactions with their children. We implemented a…
Descriptors: Parents, Infants, Intervention, Nonverbal Communication
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