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Reading Attitudes in Vietnam: Initial Study of the Early School Years
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In: Read Writ (2022)
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The adaptation of MAIN to Vietnamese ... : The adaptation of MAIN to Vietnamese ...
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Diagnostic Accuracy of Sentence Repetition and Nonword Repetition for Developmental Language Disorder in Vietnamese
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In: J Speech Lang Hear Res (2020)
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Grammatical Characteristics of Vietnamese and English in Developing Bilingual Children
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In: Am J Speech Lang Pathol (2020)
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Identifying Developmental Language Disorder in Vietnamese Children
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Complex interplay effects of classroom instructional and context factors on student growth in English as a foreign language in Vietnam: The case of nonlinear relationship, regularized regression and the relevance of the scaling model
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DNB Subject Category Language
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Nonword Repetition Stimuli for Vietnamese-Speaking Children
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Abstract:
Nonword repetition (NWR) has been a widely used measure of language learning ability in children with and without developmental language disorders. While NWR tasks have been created for a variety of languages, minimal attention has been given to Asian tonal languages. This study introduces a new set of NWR stimuli for Vietnamese. Stimuli included 20 items ranging in length from one to four syllables. Items consisted of dialect-neutral phonemes in CV and CVC sequences that followed the phonotactic constraints of the language. Items were rated high on wordlikeness and had comparable position segment and biphone probabilities across stimulus lengths. We validated the stimuli with a sample of 59 typically developing Vietnamese-English bilingual children, aged 5 to 8. The stimuli exhibited the expected age and length effects commonly found in NWR tasks: older children performed better on the task than younger children, and longer items were more difficult to repeat than shorter items. We also compared different scoring systems to examine individual phoneme types (consonants, vowels, and tones) and composite scores (Percent Phonemes Correct, with and without tone). The study demonstrates careful construction and validation of the stimuli, and future directions are discussed.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/29766395 https://doi.org/10.3758/s13428-018-1049-0 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6237661/
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Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment
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Learning Words and Definitions in Two Languages: What Promotes Cross-Language Transfer?
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Pathways for learning two languages: lexical and grammatical associations within and across languages in sequential bilingual children*
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A longitudinal analysis of sentence interpretation in bilingual children
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Lexical profiles of bilingual children with primary language impairment*
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Three treatments for bilingual children with primary language impairment: Examining cross-linguistic and cross-domain effects
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Bilingual children with primary language impairment: 3 months after treatment
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A Longitudinal Study of Lexical Development in Children Learning Vietnamese and English
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Addressing Clinician–Client Mismatch: A Preliminary Intervention Study With a Bilingual Vietnamese–English Preschooler
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