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Direct linkBar-On, Amalia; Oron, Tal; Peleg, Orna – Reading and Writing: An Interdisciplinary Journal, 2021
Effects of semantic versus syntactic constraints on resolution of Hebrew heterophonic-homographic words were examined at three reading skill levels. Fourth-and sixth-grade students and a group of adults read aloud sentences containing two types of heterophonic-homographs: noun-noun (e.g., BYCH [Hebrew characters] is read as beitsa 'egg' and bitsa…
Descriptors: Semantics, Syntax, Semitic Languages, Nouns
Kilpatrick, Jennifer Renée; Wolbers, Kimberly A. – Psychology in the Schools, 2020
Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a…
Descriptors: Grammar, Written Language, Deafness, Students with Disabilities
Hu, Chieh-Fang; Maechtle, Cheyenne – Modern Language Journal, 2021
Two studies examined the role of input distribution in English construction learning, by child learners from a Mandarin first-language background, and the extent to which phonological short-term memory and awareness predicted such learning. In the first study, 4th-grade students of Mandarin Chinese (N = 121) learned the English object-cleft…
Descriptors: Linguistic Input, Mandarin Chinese, English (Second Language), Second Language Learning
Cannon, Joanna E.; Hubley, Anita M.; O'Loughlin, Julia I.; Phelan, Lauren; Norman, Nancy; Finley, Alayna – Journal of Deaf Studies and Deaf Education, 2020
The purpose of this study was to examine the effectiveness of a technology-based intervention (LanguageLinks: Syntax Assessment and Intervention®; Laureate Learning Systems, Inc., 2013) to improve reading comprehension for d/Deaf and hard of hearing (DHH) elementary students. The intervention was a self-paced, interactive program designed to…
Descriptors: Educational Technology, Technology Uses in Education, Teaching Methods, Reading Instruction
Download full textKilpatrick, Jennifer Renée; Wolbers, Kimberly A. – Grantee Submission, 2019
Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a…
Descriptors: Grammar, Written Language, Deafness, Students with Disabilities
Alamargot, Denis; Flouret, Lisa; Larocque, Denis; Caporossi, Gilles; Pontart, Virginie; Paduraru, Carmen; Morisset, Pauline; Fayol, Michel – Reading and Writing: An Interdisciplinary Journal, 2015
This study was designed to (1) investigate the procedure responsible for successful written subject-verb agreement, and (2) describe how it develops across grades. Students in Grades 3, 5 and 12 were asked to read noun-noun-verb sentences aloud (e.g., "Le chien des voisins mange" ["The dog of the neighbors eats"]) and write out…
Descriptors: Grade 3, Grade 5, Grade 12, Sentences
Traficante, Daniela; Marelli, Marco; Luzzatti, Claudio; Burani, Cristina – Reading and Writing: An Interdisciplinary Journal, 2014
Several studies on children and adults with and without linguistic impairment have reported differences between verb and noun processing. The present study assessed whether noun and verb bases affect differently children's reading of derived words. Thirty-six Italian good readers and 18 poor readers, all 4th or 5th graders, were asked to read…
Descriptors: Reading Skills, Nouns, Verbs, Children
