Linguistic transfer in bilingual children with specific language impairment

Steenge, Judit; Balkom, Hans van

doi:10.1111/j.1460-6984.2011.00092.x

Cited by 45 publications

(37 citation statements)

References 26 publications

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“…For example, Blom and Paradis (2015) documented an average difference of 30% in production accuracy between children with TD and LI for 5-to 7-year-olds who had been learning English for about 3.5 years on average. Verhoeven, Steenge, and van Balkom (2012) documented similar patterns of performance on verb tense marking for children acquiring Dutch as a second language. These findings confirm the difficulty bilingual children with LI have with tense marking as documented for monolingual English speakers.…”

Section: Grammatical Challenges Of Ells With Td and LImentioning

confidence: 63%

Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners

Bedore

Peña

Anaya

et al. 2018

LSHSS

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Section: Grammatical Challenges Of Ells With Td and LImentioning

confidence: 63%

Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners

Bedore

Peña

Anaya

et al. 2018

LSHSS

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“…This early shift in dominance may be another reflection of L1 attrition in this sample. In contrast, sequential bilingual children with PLI in the Netherlands (Verhoeven et al, 2012) showed relative dominance in L1.…”

Section: Discussionmentioning

confidence: 95%

Lexical profiles of bilingual children with primary language impairment

2014

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This study used lexical tasks to examine associations between languages, tasks, and age in bilingual children with primary language impairment. Participants (n = 41, mean age 8;8 years) lived in the United States, spoke primarily Spanish (L1) at home and English (L2) at school, and were identified with moderate to severe impairments in both languages. A total of eight tasks (four in each language) measured breadth of vocabulary knowledge (receptive and expressive vocabulary) and aspects of lexical processing (rapid automatic naming and nonword repetition). Correlational analyses revealed older children outperformed younger children on lexical tasks in L2 but not L1, as well as relative L2 dominance for most individuals and tasks. Positive associations were found between languages on processing-based tasks but not vocabulary measures. Findings were consistent with literature on typical bilingual learners, albeit with a notable increased risk of plateau in L1 growth. Results are interpreted within a Dynamic Systems framework.

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“…This task served as a measure of lexical retrieval and was also taken from the Standardized Screening Test for Children with Specific Language Impairment (Verhoeven, 2006; Cronbach’s alpha = 0.95). We used the picture naming task in which participants are asked to name pictures in a serial naming task.…”

Section: Methodsmentioning

confidence: 99%

The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first grade

Gorp

Segers

2016

Ann. of Dyslexia

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The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items. Two weeks after training, trained items were assessed again in a retention test. Participants either received phonics feedback, in which each word was spelled out and repeated; word feedback, in which each word was repeated; or no feedback. During the training, both good and poor readers improved in accuracy and speed. The increase in speed was stronger for poor readers than for good readers. The good readers demonstrated a stronger increase for pseudowords than for words. This increase in speed was most prominent in the first four sessions. Two weeks after training, the levels of accuracy and speed were retained. Furthermore, transfer effects on speed were found for pseudowords in both groups of readers. Good readers performed most accurately during the training when they received no feedback while poor readers performed most accurately during the training with the help of phonics feedback. However, feedback did not differentiate for reading speed or for effects after the training. The effects of repeated word reading were found to be stronger for poor readers than for good readers. Moreover, these effects were found to be stronger for pseudowords than for words. This indicates that repeated word reading can be seen as an important trigger for the improvement of decoding skills.

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Linguistic transfer in bilingual children with specific language impairment

Abstract: It is concluded that children's formal linguistic skills in L1 and L2 tend to be related and that their level of L1 proficiency may help to develop linguistic skills in L2.

Cited by 45 publications

References 26 publications

Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners

Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners

Lexical profiles of bilingual children with primary language impairment

The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first grade

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