TY - JOUR
T1 - That’s hard! Item difficulty and word characteristics for bilinguals with and without developmental language disorder
AU - McMillen, Stephanie
AU - Anaya, Jissel B.
AU - Peña, Elizabeth D.
AU - Bedore, Lisa M.
AU - Barquin, Elisa
N1 - Funding Information:
Funding for this work was provided by the Cross-language outcomes of bilingual language impairment grant R01 DC010366 from the National Institute of Deafness and Other Communication Disorders (NIDCD) and through the Language Evaluation, Assessment, and Development in Educational Research (LEADER) project H325D140096 from the U.S. Department of Education. We thank the children and their parents who participated in this study, as well as the research assistants in the HABLA Lab for their support on this project.
Funding Information:
for this work was provided by the Cross-Language Outcomes of Bilingual Language Impairment grant R01 DC010366 (https://projectreporter.nih.gov/project_info_description.cfm?aid=8662743&icde=52147404&ddparam=&ddvalue=&ddsub=&cr=1&csb=default&cs=ASC&pball=) from the National Institute of Deafness and Other Communication Disorders (NIDCD) and through the Language Evaluation, Assessment, and Development in Educational Research (LEADER) project H325D140096 from the U.S. Department of Education. National Institute on Deafness and Other Communication Disorders. Funding for this work was provided by the Cross-language outcomes of bilingual language impairment grant R01 DC010366 from the National Institute of Deafness and Other Communication Disorders (NIDCD) and through the Language Evaluation, Assessment, and Development in Educational Research (LEADER) project H325D140096 from the U.S. Department of Education. We thank the children and their parents who participated in this study, as well as the research assistants in the HABLA Lab for their support on this project.
Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Research has investigated how lexical-semantic and participant factors impact word learning in young children and adults. However, limited information pertaining to expressive vocabulary development exists for school-aged bilinguals—particularly those with developmental language disorder (DLD). Cross-linguistic differences in the semantic characteristics of words may impact the types of cues available for constructing expressive vocabulary knowledge. To address this gap, we evaluated the relationships between intrinsic factors (age, language ability), extrinsic factors (L1 exposure), and word characteristics (e.g. imageability, concreteness) with item difficulty and expressive vocabulary knowledge in school-aged Spanish-English bilinguals with and without DLD. While we found similar patterns of associations between item difficulty and word characteristics across language ability groups, divergent predictive patterns emerged across languages and across ability groups. Educators supporting the development of bilingual students’ expressive vocabulary knowledge must account for not only cultural differences across students, but also characteristics inherent to words.
AB - Research has investigated how lexical-semantic and participant factors impact word learning in young children and adults. However, limited information pertaining to expressive vocabulary development exists for school-aged bilinguals—particularly those with developmental language disorder (DLD). Cross-linguistic differences in the semantic characteristics of words may impact the types of cues available for constructing expressive vocabulary knowledge. To address this gap, we evaluated the relationships between intrinsic factors (age, language ability), extrinsic factors (L1 exposure), and word characteristics (e.g. imageability, concreteness) with item difficulty and expressive vocabulary knowledge in school-aged Spanish-English bilinguals with and without DLD. While we found similar patterns of associations between item difficulty and word characteristics across language ability groups, divergent predictive patterns emerged across languages and across ability groups. Educators supporting the development of bilingual students’ expressive vocabulary knowledge must account for not only cultural differences across students, but also characteristics inherent to words.
KW - Bilingualism
KW - developmental language disorder
KW - expressive vocabulary
KW - intrinsic and extrinsic factors
KW - item difficulty
KW - word characteristics
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U2 - 10.1080/13670050.2020.1832039
DO - 10.1080/13670050.2020.1832039
M3 - Article
AN - SCOPUS:85094845604
SN - 1367-0050
VL - 25
SP - 1838
EP - 1856
JO - International Journal of Bilingual Education and Bilingualism
JF - International Journal of Bilingual Education and Bilingualism
IS - 5
ER -