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Fajardo, Inmaculada; Pérez, Ana I.; Ferrer, Antonio; Pérez-Fuster, Patricia; García-Blanco, Ana C. – Reading & Writing Quarterly, 2022
With the purpose of promoting academic inclusion, it is essential for educators to understand the nature underlying poor reading comprehension in children with Autism Spectrum Disorder (ASD). In this study, we examined the time course of anaphor resolution during text comprehension in children and adolescents with ASD and a group of children with…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Reading Comprehension, Reading Difficulties
Gómez Ramos, José Luis; Palazón Fernández, José Luis; Lirio Castro, Juan; Gómez-Barreto, Isabel Mª – International Journal of Bilingual Education and Bilingualism, 2022
Though concept maps and graphic organisers are useful tools for bilinguals to organise the information being managed and learned, its systematic use is not widened and decisive in CLIL domains. Apart from helping students to acquire meaningful learning, concept mapping might promote in them word-recognition skills for the identification and…
Descriptors: Concept Mapping, Content and Language Integrated Learning, Standardized Tests, Intelligence Quotient
Pérez-García, Elisa; Sánchez, María Jesús – Language, Culture and Curriculum, 2020
The study assesses the extent to which Spanish students of English as a foreign language (EFL) at a B1+ level (CEFR) are able to communicate in English (target language) joy, sadness, fear, and anger emotions. It focuses on perception, by investigating learners' ability to recognise these emotions in a reading task, and production, by examining…
Descriptors: Emotional Response, Second Language Learning, Second Language Instruction, English (Second Language)
Labrador de la Cruz, Belén – International Journal of English Studies, 2019
This study explores the different uses of the word "little," its equivalents in Spanish and its teaching to young Spanish learners. First, it aims at analyzing the lexico-grammatical behavior of "little" in a corpus of children's short stories, where its prevailing use, preceding countable nouns, has been found to be much more…
Descriptors: Teaching Methods, Spanish, Computational Linguistics, Translation
Jiménez Catalán, Rosa M.; Dewaele, Jean-Marc – Language, Culture and Curriculum, 2017
This study intends to contribute to L2 emotion vocabulary research by looking at the words that primary-school English as foreign language learners produce in response to prompts in a lexical availability task. Specifically, it aims to ascertain whether emotion prompts (Love, Hate, Happy and Sad) generate a greater number of words than non-emotion…
Descriptors: English (Second Language), Second Language Learning, Prompting, Nouns
Comesaña, Montserrat; Ferré, Pilar; Romero, Joaquín; Guasch, Marc; Soares, Ana P.; García-Chico, Teófilo – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Recent research has shown that cognate word processing is modulated by variables such as degree of orthographic and phonological overlap of cognate words and task requirements in such a way that the typical preferential processing observed in the literature for cognate words relative to non-cognate words can be annulled or even reversed (Comesaña…
Descriptors: Cognitive Processes, Phonology, Orthographic Symbols, Spanish
Lee, Jesse – ProQuest LLC, 2013
The goal of this study was to find and trace word order patterns in Possessive Noun Phrases ("PNP's") in formulaic language within notarial documents dating from the tenth through the thirteenth centuries, originating from the Monastery of Sahagun, Leon, Spain. The overall results show clear trends, which reveal a diachronic process that…
Descriptors: Latin, Romance Languages, Nouns, Word Order
Suarez-Coalla, Paz; Cuetos, Fernando – Annals of Dyslexia, 2012
Cross-linguistic studies suggest that the orthographic system determines the reading performance of dyslexic children. In opaque orthographies, the fundamental feature of developmental dyslexia is difficulty in reading accuracy, whereas slower reading speed is more common in transparent orthographies. The aim of the current study was to examine…
Descriptors: Reading Strategies, Dyslexia, Spanish, Reaction Time
Andreu, Llorenc; Sanz-Torrent, Monica; Legaz, Lucia Buil; MacWhinney, Brian – International Journal of Language & Communication Disorders, 2012
Background: This study investigated verb argument structure effects in children with specific language impairment (SLI). Aims: A picture-naming paradigm was used to compare the response times and naming accuracy for nouns and verbs with differing argument structure between Spanish-speaking children with and without language impairment. Methods…
Descriptors: Verbs, Nouns, Naming, Children
Gwilliams, Laura E.; Monahan, Philip J.; Samuel, Arthur G. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Access to morphological structure during lexical processing has been established across a number of languages; however, it remains unclear which constituents are held as mental representations in the lexicon. The present study examined the auditory recognition of different noun types across 2 experiments. The critical manipulations were…
Descriptors: Morphology (Languages), Grammar, Speech Communication, Word Recognition
Snape, Neal; García-Mayo, Maria Del Pilar; Gurel, Ayse – International Journal of English Studies, 2013
This study examines second language (L2) acquisition of English generic noun phrases (NPs) by Spanish, Turkish and Japanese learners. The aim is to identify the role of the first language (L1) in the L2 acquisition of definite NP-level generics and indefinite sentence-level generics with singular, bare plural, and mass generic nouns. The four…
Descriptors: Native Language, Transfer of Training, Second Language Learning, Nouns
Demestre, Josep – Language and Cognitive Processes, 2012
During the last years there has been an increasing interest in examining the brain responses to word order variations. In one ERP study conducted in Spanish, Casado, Martin-Loeches, Munoz, and Fernandez-Frias (2005) had participants read Spanish transitive sentences with either an SVO (subject-verb-object) or an OVS order. The word order of a…
Descriptors: Sentences, Semantics, Form Classes (Languages), Brain
Cano, Agnes; Hernandez, Mireia; Ivanova, Iva; Juncadella, Montserrat; Gascon-Bayarri, Jordi; Rene, Ramon; Costa, Albert – Brain and Language, 2010
We report the naming performance of a Spanish patient (AQF) suffering from Primary Progressive Aphasia (PPA). AQF's performance revealed a grammatical category-specific deficit, with poorer performance in verb than in noun naming. Furthermore, this dissociation was only present in written naming. Importantly, the patient's dissociation between…
Descriptors: Semantics, Verbs, Grammar, Nouns
Luzon Marco, Maria Jose – International Journal of English Studies, 2011
Professional and academic discourse is characterised by a specific phraseology, which usually poses problems for students. This paper investigates atypical verb+noun collocations in a corpus of English technical writing of Spanish students. I focus on the type of verbs that most frequently occurred in these awkward or questionable combinations and…
Descriptors: Academic Discourse, Technical Writing, Verbs, Nouns
Whittaker, Rachel; Llinares, Ana; McCabe, Anne – Language Teaching Research, 2011
This article presents a study of written development in English as a foreign language produced in a content and language integrated learning (CLIL) environment. The texts analysed, from history classes, were collected annually over the four-year obligatory junior secondary education program from the same students (aged 12 to 16), in two state…
Descriptors: Language Patterns, State Schools, Nouns, Foreign Countries
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