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Volpato, Francesca – First Language, 2020
Verbal working memory resources may impact syntax comprehension. Thirteen Italian children with cochlear implants (CIs) were assessed in relative clause (RC) comprehension, digit span and nonword repetition and compared to 13 chronological age peers (CA) and 13 younger controls (LA) with normal hearing (NH). The RC comprehension task tested…
Descriptors: Verbal Ability, Short Term Memory, Assistive Technology, Prediction
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Fong, Cathy Yui-Chi; Ho, Connie Suk Han – First Language, 2019
Prior research on reading difficulties has mainly focused on word decoding problems. However, there exists another group of children -- poor comprehenders (PCs) -- who have normal word decoding abilities but difficulties in reading comprehension. Less is known about PCs especially in non-alphabetic languages such as Chinese. This study identified…
Descriptors: Oral Language, Reading Difficulties, Decoding (Reading), Psycholinguistics
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Lau, Elaine – First Language, 2016
Resumptive pronouns are often regarded as a last-resort strategy for rescuing illicit long-distance dependencies. Previous work has demonstrated a facilitative role for resumptive pronouns in production as well as in comprehension, though not a grammatical option in the languages. This study examined whether the same pattern is found in Cantonese,…
Descriptors: Sino Tibetan Languages, Form Classes (Languages), Young Children, Monolingualism
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Gamannossi, Beatrice Accorti; Pinto, Giuliana – First Language, 2014
Narrative competence can be considered an indicator of children's knowledge about other people's minds. The present study investigates the relations between, on the one hand, children's narrative competence and their second order language of mind (comprehension of deception) and, on the other, their developmental trends from kindergarten to…
Descriptors: Foreign Countries, Theory of Mind, Kindergarten, Primary Education
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Korat, Ofra; Shamir, Adina; Heibal, Shani – First Language, 2013
Early shared book reading activities are considered to be a promising context for supporting young children's language development. Ninety low socioeconomic status preschoolers and their mothers were randomly assigned to one of three groups: (1) e-book reading; (2) printed book reading; (3) regular kindergarten literacy program (control). Mothers…
Descriptors: Electronic Publishing, Childrens Literature, Mothers, Intervention