The Persistence and Functional Impact of English Language Difficulties Experienced by Children Learning English as an Additional Language and Monolingual Peers

Whiteside, Katie; Norbury, Courtenay

doi:10.1044/2017_jslhr-l-16-0318

Cited by 6 publications

(2 citation statements)

References 38 publications

(80 reference statements)

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“…For morphosyntactic knowledge, the children completed two tasks: the Word Structure subtest from the CELF–4 UK (Semel et al., 2006), which requires the production of the final word in a given sentence with its correct morphological ending, and the short version of the Test of Reception of Grammar (Bishop, 2003; see Whiteside & Norbury, 2017, for the short version of this test), a sentence‐picture matching task.…”

Section: Methodsmentioning

confidence: 99%

Longitudinal Predictors of Listening Comprehension in Bilingual Primary School‐Aged Children

Valentini

Serratrice

2022

Language Learning

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Research on monolingual children has shown that listening comprehension is predicted by a range of language and cognitive skills; less is known about predictors of listening comprehension in bilingual children and about the role of language input. This study presents longitudinal data on predictors of English listening comprehension in 100 bilingual children between the ages of 5;8 and 6;8 years. The children were tested three times on their literal and inferential comprehension of stories. Vocabulary, morphosyntax, attention, and memory were included as predictors of listening comprehension alongside a measure of English input. The children showed growth over time in both literal questions and global inference questions, with performance on local inferences remaining stable over time. Vocabulary depth and morphological knowledge explained listening comprehension abilities in all types of questions, but not their growth; that is, all children improved in comprehension over time regardless of their Alessandra Valentini and Ludovica Serratrice were jointly responsible for the conception and the design of the study, for the interpretation of the data, and for drafting and revising the manuscript. Alessandra Valentini was solely responsible for the data collection and for the data analysis. This research was conducted while Alessandra Valentini was affiliated with the University of Reading and written while she was affiliated with the University of Surrey. The authors have no conflict of interest to declare.

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Section: Methodsmentioning

confidence: 99%

Longitudinal Predictors of Listening Comprehension in Bilingual Primary School‐Aged Children

Valentini

Serratrice

2022

Language Learning

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“…For syntactic knowledge, we administered the short version of the Test of Reception of Grammar (TROG-2; Bishop, 2003; see Whiteside & Norbury, 2017 for TROG short). In this task, children are required to select the picture that correctly matches a spoken sentence among four alternatives.…”

Section: Testsmentioning

confidence: 99%

What Can Bilingual Children Tell Us About the Developmental Relationship Between Vocabulary and Grammar?

Valentini

Serratrice

2021

Cognitive Science

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Strong correlations between vocabulary and grammar are well attested in language development in monolingual and bilingual children. What is less clear is whether there is any directionality in the relationship between the two constructs, whether it is predictive over time, and the extent to which it is affected by language input. In the present study, we analyzed data from 100 bilingual children with English as an additional language who were tested on measures of vocabulary breadth and depth, morphology, and syntax at three time points at 6‐month intervals from the age of 5;8. We used bivariate growth models to test the directionality of the relationship between vocabulary breadth and depth, and measures of morphology and syntax; testing bilingual children allowed us to use measures of English input as covariates in the analyses. All the models showed a correlation between vocabulary and grammar, but no correlation between their growth slopes, suggesting that vocabulary and grammar grow independently. Three of the four bivariate models showed a significant correlation between the intercept of grammar skills and the slope of vocabulary growth. Length of exposure to English predicted the intercept of vocabulary breadth and grammar, suggesting that children exposed to English earlier had larger vocabularies and better morpho‐syntactic skills. Current English input predicted the intercept of both measures of vocabulary as well as the slope for vocabulary depth, the only measure for which there was a significant relationship between intercept and slope, suggesting a Matthew effect for this dimension of vocabulary. All materials, data, and code are available at https://osf.io/x3wht/. Research highlights Vocabulary breadth and morphological and syntactic skills increased linearly for all participants, without any difference between lower and higher achieving children. Vocabulary depth grew more over time for those children with deeper vocabulary knowledge and higher levels of current English input at the start of the study. All of the bivariate growth models showed a correlation between vocabulary and grammar, but failed to show any correlation between their growth. Significant relationships between the intercept of grammar and the growth of vocabulary showed steeper lexical growth in children with better grammar skills. Length of exposure to English had an effect on morphological and syntactic skills, while only current English input had an effect on vocabulary depth.

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Providing Culturally and Linguistically Responsive Language Assessment Services for Multilingual Children with Developmental Language Disorder: a Scoping Review

Buac

Jarzynski²

2022

Curr Dev Disord Rep

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The Persistence and Functional Impact of English Language Difficulties Experienced by Children Learning English as an Additional Language and Monolingual Peers

Abstract: Monolingual-normed language batteries in the majority language may have some practical value for identifying bilingual children who need support with language learning, regardless of the origin of their language difficulties.

Cited by 6 publications

References 38 publications

Longitudinal Predictors of Listening Comprehension in Bilingual Primary School‐Aged Children

Longitudinal Predictors of Listening Comprehension in Bilingual Primary School‐Aged Children

What Can Bilingual Children Tell Us About the Developmental Relationship Between Vocabulary and Grammar?

Providing Culturally and Linguistically Responsive Language Assessment Services for Multilingual Children with Developmental Language Disorder: a Scoping Review

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