Results 51 to 60 of about 146,510 (332)
Language and Reading Progress of Young Deaf and Hard-of-Hearing Children. [PDF]
, 2020 We examined the language and reading progress of 336 young DHH children in kindergarten, first and second grades. Trained assessors tested children's language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the ...
Antia, Shirin D +6 more
core
Written language skills in children with specific language impairment [PDF]
, 2012 Background. Young children are often required to carry out writing tasks in an educational context. However, little is known about the patterns of writing skills that children with Specific Language Impairment (CwSLI) have relative to their typically ...
Abbott +49 more
core +1 more source
The Receptive Vocabulary of English Foreign Language Young Learners
Journal of English Studies, 2008 This paper responds to the need for research on vocabulary knowledge in foreign language education. First, we investigate the receptive vocabulary knowledge of students learning English in Spanish primary education by using the 1,000 word test and the 2 ...
Rosa María Jiménez Catalán +1 more
doaj +1 more source
Receptive Vocabulary of CLIL and Non-CLIL Primary and Secondary School Learners [PDF]
CLIL instruction has been reported to be beneficial for foreign language vocabulary learning since CLIL students show higher vocabulary profiles than students of their same age in traditional EFL contexts.
Canga Alonso, Andrés
core +2 more sources
A framework for crosslinguistic nonword repetition tests: Effects of bilingualism and socioeconomic status on children’s performance [PDF]
, 2016 Purpose: As a recognised indicator of language impairment, nonword repetition has unique potential for distinguishing language impairment from difficulties due to limited experience and knowledge of a language. This study focused on a new Crosslinguistic
Balladeres J. +11 more
core +2 more sources
Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task [PDF]
, 2013 We adapted the semantic fluency task into British Sign Language (BSL). In Study 1, we present data from twenty-two deaf signers aged four to fifteen. We show that the same ‘cognitive signatures’ that characterize this task in spoken languages are also ...
Allen +17 more
core +2 more sources
British Educational Research Journal, EarlyView., 2023 Abstract Children's relationship with time in preschools is an under‐researched area. Young children rarely know how to measure time using a clock, but their experiences of time may contribute to understanding children's well‐being and debates about quality in preschools.
Kristín Dýrfjörð +3 more
wiley +1 more source
Latin American Journal of Content and Language Integrated Learning, 2013 One of the key factors in early stages of L2 learning is the number of words learners know. However, there has been little research regarding the receptive vocabulary size of learners involved in content and language integrated learning (CLIL) programmes
Andrés Canga Alonso
doaj +1 more source
Motivation and Vocabulary Breadth in CLIL and EFL Contexts. Different age, Same Time of Exposure [PDF]
Numerous studies have found a positive connection between learners’ motivation towards foreign language and foreign language achievement. The present study examines the role of motivation in receptive vocabulary breadth (size) of two groups of Spanish ...
Fernández-Fontecha, Almudena
core +2 more sources
Helping learners engage with L2 words: the form-meaning fit [PDF]
, 2010 The pace at which new words are acquired is influenced by the degree of engagement with them on the part of the learner. Insights from Cognitive Linguistics into the non-arbitrary aspects of vocabulary can be turned into stimuli for such engagement.
Boers, Frank +2 more
core +2 more sources