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Direct linkPetersen, Jill M.; Marinova-Todd, Stefka H.; Mirenda, Pat – Journal of Autism and Developmental Disorders, 2012
Studying lexical diversity in bilingual children with autism spectrum disorders (ASD) can contribute important information to our understanding of language development in this diverse population. In this exploratory study, lexical comprehension and production and overall language skills were investigated in 14 English-Chinese bilingual and 14…
Descriptors: Comprehension, Autism, Monolingualism, Language Skills
Marinova-Todd, Stefka H.; Siegel, Linda S.; Mazabel, Silvia – Topics in Language Disorders, 2013
Purpose: The main goal of this study was to examine whether the morphological structure of a child's first language determined the strength of association between morphological awareness and reading and spelling skills in English, their second language. Methods: The sample consisted of 888 Grade six students who had English as their first language…
Descriptors: Morphology (Languages), Language Skills, Literacy, English Language Learners
Marinova-Todd, Stefka H.; Hall, Erin K. – Educational Psychology, 2013
In order to examine the effect of the home language on the spelling development in English in children who are learning English as a second language (ESL learners), it is best to directly compare groups of ESL learners from various home language backgrounds. This study compared the oral language, phonological awareness, reading, and spelling…
Descriptors: Predictor Variables, Spelling, Vocabulary, Regression (Statistics)
Marinova-Todd, Stefka H. – Bilingualism: Language and Cognition, 2012
The possible advantage of bilingual children over monolinguals in analyzing word meanings from verbal context was examined. The subjects were 40 third-grade children (20 bilingual and 20 monolingual) recruited from independent schools in the USA. The two groups of participants were compared on their performance on a standardized test of receptive…
Descriptors: Semantics, Standardized Tests, Monolingualism, Bilingualism
Uchikoshi, Yuuko; Marinova-Todd, Stefka H. – Reading and Writing: An Interdisciplinary Journal, 2012
This study describes the language proficiency and early literacy skills of Cantonese-speaking English language learners (ELLs) in kindergarten. A total of 113 Cantonese-speaking kindergarteners in Canada and the United States, composed of three subsamples from three different locations participated in this study. Results showed that on average,…
Descriptors: English (Second Language), Second Language Learning, Foreign Countries, Speech Communication
Berube, Daniel; Marinova-Todd, Stefka H. – International Journal of Multilingualism, 2012
The relationship between first language (L1) typology, defined as the classification of languages according to their structural characteristics (e.g. phonological systems and writing systems), and the development of second (L2) and third (L3) language skills and literacy proficiency in multilingual children was investigated in this study. The…
Descriptors: Reading Comprehension, Multilingualism, Language Classification, Grade 4
Marinova-Todd, Stefka H.; Zhao, Jing; Bernhardt, May – Clinical Linguistics & Phonetics, 2010
A number of studies have shown that bilingual children have an advantage when performing on phonological awareness tasks, particularly in their stronger language. Little research has been done to date, examining the effects of bilingualism on both languages of bilingual children. In this study Mandarin-English bilingual children's performance on…
Descriptors: Foreign Countries, Phonological Awareness, Monolingualism, Mandarin Chinese
