A Multi-Group Approach to Examining Language Development in At-Risk Learners

Autor/inn/en	Delcenserie, A.; Genesee, F.; Trudeau, N.; Champoux, F.
Titel	A Multi-Group Approach to Examining Language Development in At-Risk Learners
Quelle	In: Journal of Child Language, 46 (2019) 1, S.51-79 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Standardized Tests; Language Tests; At Risk Students; Adoption; Foreign Countries; Deafness; Second Language Learning; Assistive Technology; French; Matched Groups; Language Acquisition; Scores; Monolingualism; Linguistic Input; Young Children; Language Impairments; Comparative Analysis + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Language test; Sprachtest; Ausland; Gehörlosigkeit; Taubstummheit; Zweitsprachenerwerb; Französisch; Sprachaneignung; Spracherwerb; Sprachbildung; Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01