NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Effects of Age of English Exposure, Current Input/Output, and Grade on Bilingual Language Performance
Peer reviewed Peer reviewed
Direct linkDirect link
Bedore, Lisa M.; Pena, Elizabeth D.; Griffin, Zenzi M.; Hixon, J. Gregory – Journal of Child Language, 2016
This study evaluates the effects of Age of Exposure to English (AoEE) and Current Input/Output on language performance in a cross-sectional sample of Spanish-English bilingual children. First- (N = 586) and third-graders (N = 298) who spanned a wide range of bilingual language experience participated. Parents and teachers provided information…
Descriptors: Elementary School Students, Grade 1, Grade 3, Language Acquisition
Tense Shifting in Spanish-Speaking English Language Learners
Peer reviewed Peer reviewed
Direct linkDirect link
Swasey Washington, Patricia; Iglesias, Aquiles – Communication Disorders Quarterly, 2015
Young monolingual children typically demonstrate frequent tense shifting during narrative development, whereas older children maintain a consistent narration tense. Therefore, inconsistent tense usage in older children could be an indication of overall limited language skills. However, information regarding tense use in bilinguals has been…
Descriptors: Spanish Speaking, English Language Learners, Morphemes, Kindergarten
Reading in English as a First or Second Language: The Case of Grade 3 Spanish, Portuguese, and English Speakers
Peer reviewed Peer reviewed
Direct linkDirect link
Grant, Amy; Gottardo, Alexandra; Geva, Esther – Learning Disabilities Research & Practice, 2011
This study compared variables related to reading ability in Grade 3 students learning English as a first language (L1) and second language (L2). The students learning English as an L2 came from diverse backgrounds, with different levels of bilingualism in Spanish and English or Portuguese and English before they entered school. Both within-group…
Descriptors: Reading Comprehension, Reading Difficulties, Reading Ability, Grade 3
Cross-Language Transfer of Phonological and Orthographic Processing Skills from Spanish L1 to English L2
Peer reviewed Peer reviewed
Direct linkDirect link
Sun-Alperin, M. Kendra; Wang, Min – Reading and Writing: An Interdisciplinary Journal, 2011
Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and…
Descriptors: Spelling, Language Research, Grade 2, Language Acquisition
Oral Language and Aural Associative Learning of Third and Fifth Grade Pupils.
PDF on ERIC Download full text
Greathouse, Larry J. – 1969
Measures of oral language, verbal associative learning, and nonverbal IQ were collected from a mixed unilingual and bilingual random sample of 66 third- and fifth-grade pupils in Las Cruces, New Mexico. Correlational techniques were employed to determine whether, and to what extent, relationships existed between verbal associative learning skill…
Descriptors: Bilingual Students, Grade 3, Grade 5, Language Acquisition
The Syntax of Bilingual Children: A Comparative Study.
Van Metre, Patricia D. – 1978
The interview techniques developed by Carol Chomsky were used in a comparative study of the language acquisition of 32 bilingual and monolingual third grade students. After these students were matched for age, socioeconomic status, IQ, family environment (both parents in the home), and reading ability, they were placed in four…
Descriptors: Bilingual Students, Bilingualism, Developmental Stages, Elementary Education