Is There a Cognate Effect in Bilingual Children with Developmental Language Disorder?

Autor/inn/en	Payesteh, Bita; Pham, Giang T.
Titel	Is There a Cognate Effect in Bilingual Children with Developmental Language Disorder?
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 1, S.213-221 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Payesteh, Bita) ORCID (Pham, Giang T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Bilingualism; Contrastive Linguistics; Vocabulary Development; Bilingual Students; Developmental Disabilities; Language Impairments; Spanish; English; Phonology; Effect Size; Expressive Language; Receptive Language; Elementary School Students; Performance; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Bilingualismus; Linguistics; Kontrastive Linguistik; Wortschatzarbeit; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Spanisch; English language; Englisch; Fonologie; Rezeptive Kommunikationsfähigkeit; Achievement; Leistung
Abstract	Purpose: Cognates, words in two languages that share form and meaning, can be used to support vocabulary development in bilingual children. Typically developing bilinguals have shown better performance on cognates versus noncognates. Of key interest is whether bilinguals with developmental language disorder (DLD) also show a cognate effect and, if so, which factors are related to their cognate performance. Method: Thirty-five Spanish-English bilingual children (5-11 years old) with DLD completed the Expressive and Receptive One-Word Picture Vocabulary Tests, third edition, in English (EOW, ROW) to measure cognate performance. Test items were divided by difficulty level (easy, medium, and hard) and classified as cognates or noncognates using the Cross-Linguistic Overlap Scale for Phonology. Results: On average, children showed clear and robust cognate effects on EOW across difficulty levels with medium-to-large effect sizes. Results on the ROW showed minimal effects that varied by difficulty. Individually, 80% of participants (28 of 35) demonstrated a cognate effect in EOW, whereas only 31% (11 of 35) showed an effect in ROW. A cognate effect in ROW was positively correlated with age and English proficiency, whereas no factors correlated with the EOW cognate effect. Conclusions: Bilingual children with DLD show higher performance on cognates than noncognates, at least in expressive vocabulary. Participants who did show a receptive cognate effect tended to be older and have higher English proficiency. Further investigation is needed to identify factors underlying cognate performance in order to tailor intervention strategies that promote bilingual vocabulary development. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01