Similarities and differences in the lexical-grammatical relation of young dual language learners with and without specific language impairment.
This study examines the lexical-grammatical relation within and across in preschool Latino dual language learners (DLLs) with and without specific language impairment (SLI) using language-specific vocabulary and conceptual lexical-semantic skills. The participants were sixty-one typically developing...
| Publicado en: | Clinical Linguistics & Phonetics Vol. 34; no. 1/2; pp. 92 - 110 |
|---|---|
| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
2020
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=141134181&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 141134181 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02699206 B6X jtl: Clinical Linguistics & Phonetics issn: 02699206 maglogo: Y pubinfo: dt: 2020 vid: 34 iid: 1/2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 141134181 141134181 141134181 10.1080/02699206.2019.1611926 141134181 ppf: 92 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Similarities and differences in the lexical-grammatical relation of young dual language learners with and without specific language impairment. aug: au: Simon-Cereijido, Gabriela Méndez, Lucía I. affil: Department of Communication Disorders, California State University, Los Angeles, CA, USA sug: subj: Multilingualism In Infancy and Childhood Language Processing English as a Second Language Grammar Hispanic Americans Language Disorders Vocabulary Semantics Human Poverty Cross Sectional Studies Linear Regression Child, Preschool Male Female Test-Retest Reliability Coefficient alpha Internal Consistency Funding Source Child, Preschool: 2-5 years Male Female ab: This study examines the lexical-grammatical relation within and across in preschool Latino dual language learners (DLLs) with and without specific language impairment (SLI) using language-specific vocabulary and conceptual lexical-semantic skills. The participants were sixty-one typically developing (TD) Spanish-English speaking DLLs and seventy-four DLLs with SLI from low-income households. Standardized and researcher developed assessment tools were used to measure vocabulary, semantics, and grammar in both Spanish and English. Cross-sectional data were analyzed using hierarchical linear regressions to determine the nature of the lexical-grammatical association within and across languages. The study found significant within-language relations between measures of vocabulary and grammar for both groups. Conceptual vocabulary was a significant predictor for English grammar in both groups. For the SLI group only, both English and Spanish vocabulary scores significantly predicted English grammar and bilingual semantics scores predicted Spanish grammar. These findings underscore the role of language-specific vocabulary on grammatical development and suggest the presence of bilingual bootstrapping in DLLs. However, the degree and nature of cross-linguistic associations vary by language ability and language proficiency. The role of age and nonverbal cognition and clinical implications are also discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|