ArticleBilingualism (Cambridge, England)2022
Predictors of language proficiency in school-age Spanish-English bilingual children with and without developmental language disorder.
Article in Bilingualism (Cambridge, England), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed, 10 citations in OpenAlex.
- Article
- Supporting Culturally Responsive Assessment Practices With Preschoolers: Guidance From Methods in the Jamaican Context.Journal of speech, language, and hearing research : JSLHR · 2023Review
- What predicts individual response to language treatment in bilingual children with developmental language disorder?Perspectives of the ASHA special interest groups · 2023Article
- Sentence Comprehension and L2 Exposure Effects in 6-Year-Old Sequentially Bilingual Children With Typical Development and Developmental Language Disorder.International journal of language & communication disordersArticle
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
Abstract
Children with developmental language disorder (DLD) have impairments in their language-learning abilities that may influence interactions with environmental opportunities to learn two languages. This study explores relationships between proficiency in L1 and L2 and a set of environmental and personal variables within a group of school-age Spanish-English bilingual children with DLD and a group of typically-developing peers. Within each group, current usage in the home, length of L2 exposure, gender, maternal education, analytical reasoning, and number of L1 conversational partners were used to predict proficiency in each language. Results showed that home language environment, particularly home L2 usage, strongly predicted L1 proficiency but had less influence on the L2. Female gender predicted L1 skills in both groups, whereas analytical reasoning predicted both L1 and L2 but only for children with DLD. This study expands the limited literature on how children with DLD interact with their environment to learn two languages.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.