Preschoolers learning Hmong and English: lexical-semantic skills in L1 and L2.
about
Cross-Language Associations in the Development of Preschoolers' Receptive and Expressive Vocabulary.The Language and Literacy Development of Young Dual Language Learners: A Critical Review.Bilingual children with primary language impairment: issues, evidence and implications for clinical actionsConceptual scoring of receptive and expressive vocabulary measures in simultaneous and sequential bilingual children.A large receptive-expressive gap in bilingual children.The role of nonverbal working memory in morphosyntactic processing by school-aged monolingual and bilingual childrenNoun and verb knowledge in monolingual preschool children across 17 languages: Data from cross-linguistic lexical tasks (LITMUS-CLT).Language and Literacy Development of Dual Language Learners Growing Up in the United States: A Call for Research.The measure matters: Language dominance profiles across measures in Spanish-English bilingual children.Primary or "specific" language impairment and children learning a second language.Predictors of growth or attrition of the first language in Latino children with specific language impairment.Environmental, personal, and behavioral influences on BMI and acculturation of second generation Hmong children.Conceptual distance and word learning: patterns of acquisition in Samoan-English bilingual children.Semantic deficits in Spanish-English bilingual children with language impairment.Risk for poor performance on a language screening measure for bilingual preschoolers and kindergarteners.Novel Morpheme Learning in Monolingual and Bilingual Children.Language-related values, reading amount, and reading comprehension in students with migration backgrounds.The receptive-expressive gap in the vocabulary of young second-language learners: Robustness and possible mechanisms.Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners.Investigating Arabic Academic Vocabulary Knowledge Among Middle School Pupils: Receptive Versus Productive Knowledge.A descriptive study of lexical organisation in bilingual children with language impairment: Developmental changes.Novel word retention in sequential bilingual children.Assessing bilingual Chinese-English young children in Malaysia using language sample measures.Cross-language nonword repetition by bilingual and monolingual children.Patterns in diversity: Lexical learning in Samoan-English bilingual children.Fast mapping by bilingual preschool children.Young L2 learners' performance on a novel morpheme task.The relation between language experience and receptive-expressive semantic gaps in bilingual children.Home Storybook Reading in Primary or Second Language With Preschool Children: Evidence of Equal Effectiveness for Second-Language Vocabulary AcquisitionSentence interpretation by typically developing Vietnamese-English bilingual childrenThe impact of a first-generation immigrant environment on the heritage language: productive vocabularies of Polish toddlers living in the UK and IrelandVocabulary, Metalinguistic Awareness and Language Dominance Among Bilingual Preschool Children
P2860
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P2860
Preschoolers learning Hmong and English: lexical-semantic skills in L1 and L2.
description
2005 nî lūn-bûn
@nan
2005年の論文
@ja
2005年論文
@yue
2005年論文
@zh-hant
2005年論文
@zh-hk
2005年論文
@zh-mo
2005年論文
@zh-tw
2005年论文
@wuu
2005年论文
@zh
2005年论文
@zh-cn
name
Preschoolers learning Hmong and English: lexical-semantic skills in L1 and L2.
@en
type
label
Preschoolers learning Hmong and English: lexical-semantic skills in L1 and L2.
@en
prefLabel
Preschoolers learning Hmong and English: lexical-semantic skills in L1 and L2.
@en
P356
P1476
Preschoolers learning Hmong and English: lexical-semantic skills in L1 and L2.
@en
P2093
Kathryn Kohnert
Pui Fong Kan
P304
P356
10.1044/1092-4388(2005/026)
P577
2005-04-01T00:00:00Z