That's Hard! Item Difficulty and Word Characteristics for Bilinguals with and without Developmental Language Disorder

Autor/inn/en	McMillen, Stephanie; Anaya, Jissel B.; Peña, Elizabeth D.; Bedore, Lisa M.; Barquin, Elisa
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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