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Van Goch, Merel M.; Verhoeven, Ludo; McQueen, James M. – Journal of Child Language, 2019
In lexical development, the specificity of phonological representations is important. The ability to build phonologically specific lexical representations predicts the number of words a child knows (vocabulary breadth), but it is not clear if it also fosters how well words are known (vocabulary depth). Sixty-six children were studied in…
Descriptors: Vocabulary Development, Prediction, Kindergarten, Grade 1
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Saiegh-Haddad, Elinor; Haj, Lina – Journal of Child Language, 2018
The study tested the impact of the phonological distance between Spoken Arabic (SpA) and Standard Arabic (StA) on quality of phonological representations among kindergarten, first-, second-, and sixth-grade Arabic-speaking children (N = 120). A pronunciation accuracy judgment task targeted three types of StA words that varied in extent of…
Descriptors: Semitic Languages, Phonology, Phonological Awareness, Kindergarten
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Kidd, Joanna C.; Shum, Kathy K.; Wong, Anita M.-Y.; Ho, Connie S.-H. – Journal of Child Language, 2017
Auditory processing and spoken word recognition difficulties have been observed in Specific Language Impairment (SLI), raising the possibility that auditory perceptual deficits disrupt word recognition and, in turn, phonological processing and oral language. In this study, fifty-seven kindergarten children with SLI and fifty-three language-typical…
Descriptors: Auditory Perception, Word Recognition, Sino Tibetan Languages, Language Impairments
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Karlsen, Jannicke; Lyster, Solveig-Alma Halaas; Lervåg, Arne – Journal of Child Language, 2017
This study examined the vocabulary development of Norwegian second language (L2) learners with Urdu/Punjabi as their first language (L1) at two time-points from kindergarten to primary school, and compared it to the vocabulary development of monolingual Norwegian children. Using path models, the associations between number of picture books in the…
Descriptors: Vocabulary Development, Norwegian, Second Language Learning, Native Language
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Boderé, Anneleen; Jaspaert, Koen – Journal of Child Language, 2017
Recent research indicates that infants can learn novel words equally well through addressed speech as through overhearing two adult experimenters. The current study examined to which extent six-year-old children learn from overhearing opportunities in regular kindergarten classroom practices. Fifty-three children (M age = 5;6) were exposed to a…
Descriptors: Young Children, Novelty (Stimulus Dimension), Kindergarten, Story Telling
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Kamowski-Shakibai, Margaret T.; Cairns, Helen Smith – Journal of Child Language, 2016
This study investigates the development of metalinguistic skills, particularly ambiguity detection, and whether training accelerates this development for prereaders in kindergarten (5;5-6;6). It is the first to compare homophone detection with lexically ambiguous sentence detection in which the same homophones appear. The experimental group…
Descriptors: Child Language, Kindergarten, Preschool Children, Language Acquisition
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Thomsen, Ditte Boeg; Poulsen, Mads – Journal of Child Language, 2015
When learning their first language, children develop strategies for assigning semantic roles to sentence structures, depending on morphosyntactic cues such as case and word order. Traditionally, comprehension experiments have presented transitive clauses in isolation, and cross-linguistically children have been found to misinterpret object-first…
Descriptors: Foreign Countries, Child Language, Indo European Languages, Preschool Children
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Saiegh-Haddad, Elinor; Levin, Iris; Hende, Nareman; Ziv, Margalit – Journal of Child Language, 2011
This study tested the effect of the phoneme's linguistic affiliation (Standard Arabic versus Spoken Arabic) on phoneme recognition among five-year-old Arabic native speaking kindergarteners (N=60). Using a picture selection task of words beginning with the same phoneme, and through careful manipulation of the phonological properties of target…
Descriptors: Semitic Languages, Phonemes, Phonology, Literacy
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Fitneva, Stanka A. – Journal of Child Language, 2008
Evidentials are grammatical source-of-knowledge markers. In Bulgarian they provide information about authorship--whether the speaker has personally acquired the information or not--and modality--whether perceptual or cognitive mechanisms were involved in the information's generation. In two experiments, Bulgarian kindergarteners and third-graders…
Descriptors: Slavic Languages, Grammar, Kindergarten, Grade 3
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Laaha, Sabine; Ravid, Dorit; Korecky-Kroll, Katharina; Laaha, Gregor; Dressler, Wolfgang U. – Journal of Child Language, 2006
The acquisition of German plurals has been the focus of controversy in the last decade. In this paper we claim that degree of productivity (i.e. the capacity of nouns to form potential plurals) plays a key role in determining pace of acquisition. A plural elicitation task was administered to 84 Viennese German-speaking children aged 2;6 to 6;0.…
Descriptors: Nouns, German, Language Acquisition, Child Language
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Naigles, Letitia R.; Lehrer, Nadine – Journal of Child Language, 2002
This research investigates language-general and language-specific properties of the acquisition of argument structure. Ten French preschoolers enacted forty sentences containing motion verbs; sixteen sentences were ungrammatical in that the syntactic frame was incompatible with the standard argument structure for the verb (e.g. *"Le tigre va le…
Descriptors: Language Acquisition, French, Preschool Children, Sentences