Much crosslinguistic acquisition research explores finiteness marking in typical development and Specific Language Impairment (SLI). Research into Russian, however, has focused on typical acquisition, not SLI. This article presents a first attempt to investigate finiteness marking in monolingual Russian-speaking children with SLI. We test two…

A multilingual experience can be considered a significant asset. However, since the earliest studies in the field, research has reported mixed results regarding potential advantages such as increased cognitive ability and metalinguistic awareness. Moreover, studies investigating the influence of bilingualism/multilingualism on the acquisition of…

This study reports the results of a Give-X task investigating the comprehension of ordinal and cardinal numbers in monolingual Russian-speaking children. Data collected from 36 children between the ages of 4;06 and 5;10 provided evidence that Russian learners follow the well-attested pattern for cardinal acquisition, but that children use a…

Since the earliest studies on multilingual advantages, it has proved difficult to disentangle language development from general cognition. It remains unclear whether language interdependence is an independent variable or whether observable effects are mediated by cognitive ability. Measurable effects of one language on another typically go hand in…

The present study examines the mechanisms of lexical case acquisition in Russian by two-to-five-year-old Russian monolingual (n = 54) and Russian-English bilingual children (n = 38). Participants performed a picture-based sentence completion task. Sentences were constructed to elicit production of real Russian words (n = 24) and nonce words (n =…

This study explores the reading strategies (RSs) of bilingual and monolingual young learners in their first and second languages (L1 and L2, respectively)--either Kazakh or Russian as the L1 and L2--and English as a foreign language (L3). It also examines the influence of RSs on the learners' performance on reading comprehension tests in the three…

The relationship between written and spoken recall (SR) has primarily been analyzed with English-speaking monolinguals. Written recall (WR) has been reported more accurate due to higher cognitive load and attention required to produce a text. This study examined the written and spoken text recall relationship in L2 learners of Russian and analyzed…

Purpose: The study explores referential cohesion in the narratives of bilingual preschool children with typical language development (TLD) and with specific language impairment (SLI). Referential cohesion requires integration of multiple discourse factors and is expected to pose a challenge for children with bilingual SLI due to weak proficiency…

In the present study, we used a scanpath approach to investigate reading processes and factors that can shape them in monolingual Russian-speaking adults, 8-year-old children, and bilingual Russian-speaking readers. We found that monolingual adults' eye movement patterns exhibited a fluent scanpath reading process, representing effortless…

Prior research has extensively explored audiovisual speech perception and literacy skills in various linguistic contexts. Studies have shown that children's ability to integrate auditory and visual speech cues plays a crucial role in language acquisition and development (Erdener & Burnham, 2013; Lalonde & Werner, 2021). Furthermore,…

Previous studies found that bilingual children and adults with typical language development (TLD) perform better than monolinguals in novel word learning, but show lower scores on lexical retrieval tasks (e.g., naming known words). Children with developmental language disorder (DLD) lack in their abilities in both tasks compared with children with…

This article examines how Russian speakers in Ireland delimit and describe (their/the) Russian language in relation to representations of standard Russian. It is based on analysis of discussions conducted between speakers of Russian living in Ireland, facilitated by the Our Languages (2008-2011) research project, investigating multilingualism and…

To investigate cross-linguistic lexical and syntactic influences in grammatical gender in early bilingualism, we tested 12 simultaneous, 12 early successive bilingual Russian-German children, and 15 monolingual German children aged 8-9 years. An elicited production task in German shows that all bilingual children assign target gender to nouns,…

Research on assessing English as a foreign language (EFL) development has been growing recently. However, empirical evidence from longitudinal analyses based on substantial samples is still needed. In such settings, tests for measuring language development must meet high standards of test quality such as validity, reliability, and objectivity, as…

This study focuses on the assessment of working memory and linguistic skills in 21 Italian-Russian speaking bilingual children who were born in Italy and inherited Russian from their parents. Their performance was compared to that of 21 monolingual Russian-speaking and 21 monolingual Italian-speaking peers. For the assessment of the two languages…