Literaturnachweis - Detailanzeige
Autor/inn/en | McMillen, Stephanie; Anaya, Jissel B.; Peña, Elizabeth D.; Bedore, Lisa M.; Barquin, Elisa |
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Titel | That's Hard! Item Difficulty and Word Characteristics for Bilinguals with and without Developmental Language Disorder |
Quelle | In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 5, S.1838-1856 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (McMillen, Stephanie) ORCID (Peña, Elizabeth D.) ORCID (Bedore, Lisa M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1367-0050 |
DOI | 10.1080/13670050.2020.1832039 |
Schlagwörter | Spanish; English; Semantics; Vocabulary Development; Expressive Language; Developmental Disabilities; Language Impairments; Cues; Age Differences; Language Skills; Language Usage; Difficulty Level; Correlation; Bilingual Students; Familiarity; Environmental Influences; Second Language Learning; Kindergarten; Grade 2; Grade 4; Elementary School Students; Incidence; Expressive One Word Picture Vocabulary Test Spanisch; English language; Englisch; Semantik; Wortschatzarbeit; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Stichwort; Age; Difference; Age difference; Altersunterschied; Language skill; Sprachkompetenz; Sprachgebrauch; Schwierigkeitsgrad; Korrelation; Environmental influence; Umwelteinfluss; Zweitsprachenerwerb; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Vorkommen |
Abstract | Research has investigated how lexical-semantic and participant factors impact word learning in young children and adults. However, limited information pertaining to expressive vocabulary development exists for school-aged bilinguals--particularly those with developmental language disorder (DLD). Cross-linguistic differences in the semantic characteristics of words may impact the types of cues available for constructing expressive vocabulary knowledge. To address this gap, we evaluated the relationships between intrinsic factors (age, language ability), extrinsic factors (L1 exposure), and word characteristics (e.g. imageability, concreteness) with item difficulty and expressive vocabulary knowledge in school-aged Spanish-English bilinguals with and without DLD. While we found similar patterns of associations between item difficulty and word characteristics across language ability groups, divergent predictive patterns emerged across languages and across ability groups. Educators supporting the development of bilingual students' expressive vocabulary knowledge must account for not only cultural differences across students, but also characteristics inherent to words. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |