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Task and language in Spanish–English narratives (Wofford et al., 2022) ...
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Task and language in Spanish–English narratives (Wofford et al., 2022) ...
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Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners
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Development of First- and Second-Language Vocabulary Knowledge among Language-Minority Children: Evidence from Single Language and Conceptual Scores
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In: Special Education and Communication Disorders Faculty Publications (2020)
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Development of First- and Second-Language Vocabulary Knowledge among Language-Minority Children: Evidence from Single Language and Conceptual Scores
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Identifying Differences in Early Literacy Skills across Subgroups of Language-Minority Children: A Latent Profile Analysis
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Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model
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Language-Minority Children’s Sensitivity to the Semantic Relations between Words
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Abstract:
The purpose of this study was to examine automatic language processing among Spanish-speaking language-minority children. Seventy-three children (mean age = 90.4 months) completed two measures of semantic priming (an auditory lexical decision task and a looking-while-listening task). It was hypothesized that within- and cross-language semantic priming effects would occur but that translation priming effects would not occur. Results from vocabulary assessments indicated that language-minority children in this study were more proficient in English than they were in Spanish. Limited evidence for semantic priming effects within English and from English to Spanish emerged. Additionally, substantial evidence for translation priming from Spanish-to-English and from English-to-Spanish emerged. Given the lack of within-Spanish semantic priming effects and the presence of translation priming effects from Spanish to English, the results of this study indicated that Spanish-speaking language-minority children rely on translation from their less-proficient to their more-proficient language to access meaning. There was partial evidence that language-minority children’s two languages are active simultaneously, indicating that early in life children develop semantic knowledge that is associated with words known in both languages.
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URL: https://doi.org/10.1016/j.jecp.2017.11.001 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5750065/ http://www.ncbi.nlm.nih.gov/pubmed/29197782
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Impacts of a Literacy-Focused Preschool Curriculum on the Early Literacy Skills of Language-Minority Children
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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association with Language, Literacy, and Math Skills
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Do Early Literacy Skills in Children's First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer
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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.
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Lexical Characteristics of Words and Phonological Awareness Skills of Preschool Children
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Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes.
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