Magdalena Łuniewska
Biographic Data
| ID | 1692224 |
|---|---|
| NAME | Magdalena Łuniewska |
| GIVEN NAMES | Magdalena |
| FAMILY NAME | Łuniewska |
| SIGNATURE | ŁUNIEWSKA M |
| AFFILIATIONS | University of Warsaw |
| ORCID | 0000-0001-5504-9766 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Are parental perceptions of child language skills and language environment reflected in direct bilingual assessment? A study of Polish-Norwegian preschool children
Although multilingualism is common, most available tools for assessing children’s language development are normed on and intended for monolingual populations. This study investigates the language skills of children of Polish parents growing up in Norway, using two tools created for multilingual assessment: a parental report, Parents of Bilingual Children Questionnaire (PaBiQ; Tuller Citation2015) and a direct assessment of vocabulary, Cross-Lingu…
Bilingual children reach early language milestones at the same age as monolingual peers
In this longitudinal study, we compare the age of reaching early developmental milestones in bilingual and monolingual children and between the bilinguals’ two languages. We present data from 302 Polish bilinguals (living outside of Poland with various majority languages) and 302 Polish monolinguals, aged M = 12.78 months on study entry (range: 0 – 24 months), matched on sex, age at study entry, duration of parental reporting, and parental educat…
Polish Litmus Cross-Linguistic Lexical Task: Reliability, validity, and norms for monolingual 3- to 5-year olds
Vocabulary assessment is an important part of measuring language proficiency in both monolingual and bilingual children. The LITMUS Cross-Linguistic Lexical Tasks (CLT) provides a framework for assessing the vocabulary of monolingual and bilingual children using a standardized procedure and comparable stimuli across languages. All language versions of CLT include picture naming and picture recognition tasks, using both nouns and verbs as target w…
Assessing vocabulary size in Malaysian preschoolers: Insights from the Malaysian English cross-linguistic lexical task and parents of multilingual children questionnaire
This paper introduces the first freely available Malaysian English vocabulary size assessment for 4- to 6-year-old Malaysian children: the newly developed Malaysian English Cross-linguistic Lexical Task (MECLT). Using MECLT scores to measure vocabulary development, the study further explores the efficiency of two approaches: the sum of the number of home languages versus a language exposure composite score, in classifying children’s language prof…
Searching for words: Picture Naming Errors and Contributing Factors in Bilingual and Monolingual Children Aged 3–7 Years
To investigate how children organise their vocabularies, we can analysethe errors they make when unable to retrieve a word. Analysis ofnaming errors has not been sufficiently explored in the first language (L1) of bilingual children. We employed a picture naming task toinvestigate the types of errors made by 142 bilingual and 119monolingual children aged 3-7 years. Children named actions andobjects in their L1 (Polish). We categorised children’s …
Bilinguals’ knowledge of ‘home’ and ‘school’ words revisited: Evidence from Polish-English bilinguals
Bilingual children’s total vocabulary in each of their languages is oftensmaller than that of monolinguals. In their seminal study, Bialystok et al.(2010. ‘Receptive vocabulary differences in monolingual and bilingualchildren.’ Bilingualism: Language and Cognition 13 (4): 525-531) dividedchildren’s vocabulary into ‘home’ and ‘school’ words and found nodifferences in bilinguals’ knowledge of ‘school’ words compared tomonolinguals. In Study 1, we a…
Letter–speech sound integration in typical reading development during the first years of formal education
This study investigated the neural basis of letter and speech sound (LS) integration in 53 typical readers (35 girls, all White) during the first 2 years of reading education (ages 7–9). Changes in both sensory (multisensory vs unisensory) and linguistic (congruent vs incongruent) aspects of LS integration were examined. The left superior temporal cortex and bilateral inferior frontal cortex showed increasing activation for multisensory over unis…
Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study
What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school-aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis d…
Word knowledge and lexical access in monolingual and bilingual migrant children: Impact of word properties
Word knowledge and the speed of word processing in monolingual children and adults are influenced by word properties, such as the age of acquisition (AoA), imageability, and frequency. Understanding how different properties of words contribute to the ease of processing by bilingual children is a critical step for establishing models of childhood bilingualism. However, a joint impact of these properties has not been so far assessed in bilingual ch…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Separating the influences of late talking and dyslexia on brain structure
120). Brain structure was examined using voxel-based morphometry (to measure gray matter volume) and surface-based morphometry (to measure gray matter volume, cortical thickness, surface area, and curvature of the cortex). Behaviorally, late talking and dyslexia are independently connected to language and literacy skills, and late talkers have difficulties in grammar, phonological awareness, and reading accuracy. Children with dyslexia show impai…
Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods
Purpose: As a contribution to the endeavour of developing appropriate tools for bilingual language assessment, this paper investigates the concurrence between two new tools from the recent COST Action IS0804 (Bi-SLI), and the differences between children across two different migrant communities. Approach: Two new tools from the battery Language Impairment Testing in Multilingual Settings (LITMUS) were used: the direct assessment tool Cross-lingui…
The impact of a first-generation immigrant environment on the heritage language: Productive vocabularies of Polish toddlers living in the UK and Ireland
The expressive lexical skills of 53 Polish bilinguals aged 24–36 months living in the UK and Ireland were assessed using Polish and British English adaptations of the MacArthur-Bates Communicative Development Inventories. Polish vocabulary scores were compared to those of 53 Polish monolinguals matched for age, gender and parental education. The bilinguals were born to two Polish parents and mostly lived outside Poland since birth. Results showed…
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The impact of a first-generation immigrant environment on the heritage language: Productive vocabularies of Polish toddlers living in the UK and Ireland
The expressive lexical skills of 53 Polish bilinguals aged 24–36 months living in the UK and Ireland were assessed using Polish and British English adaptations of the MacArthur-Bates Communicative Development Inventories. Polish vocabulary scores were compared to those of 53 Polish monolinguals matched for age, gender and parental education. The bilinguals were born to two Polish parents and mostly lived outside Poland since birth. Results showed…
Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods
Purpose: As a contribution to the endeavour of developing appropriate tools for bilingual language assessment, this paper investigates the concurrence between two new tools from the recent COST Action IS0804 (Bi-SLI), and the differences between children across two different migrant communities. Approach: Two new tools from the battery Language Impairment Testing in Multilingual Settings (LITMUS) were used: the direct assessment tool Cross-lingui…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Separating the influences of late talking and dyslexia on brain structure
120). Brain structure was examined using voxel-based morphometry (to measure gray matter volume) and surface-based morphometry (to measure gray matter volume, cortical thickness, surface area, and curvature of the cortex). Behaviorally, late talking and dyslexia are independently connected to language and literacy skills, and late talkers have difficulties in grammar, phonological awareness, and reading accuracy. Children with dyslexia show impai…
Word knowledge and lexical access in monolingual and bilingual migrant children: Impact of word properties
Word knowledge and the speed of word processing in monolingual children and adults are influenced by word properties, such as the age of acquisition (AoA), imageability, and frequency. Understanding how different properties of words contribute to the ease of processing by bilingual children is a critical step for establishing models of childhood bilingualism. However, a joint impact of these properties has not been so far assessed in bilingual ch…
Letter–speech sound integration in typical reading development during the first years of formal education
This study investigated the neural basis of letter and speech sound (LS) integration in 53 typical readers (35 girls, all White) during the first 2 years of reading education (ages 7–9). Changes in both sensory (multisensory vs unisensory) and linguistic (congruent vs incongruent) aspects of LS integration were examined. The left superior temporal cortex and bilateral inferior frontal cortex showed increasing activation for multisensory over unis…
Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study
What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school-aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis d…
Polish Litmus Cross-Linguistic Lexical Task: Reliability, validity, and norms for monolingual 3- to 5-year olds
Vocabulary assessment is an important part of measuring language proficiency in both monolingual and bilingual children. The LITMUS Cross-Linguistic Lexical Tasks (CLT) provides a framework for assessing the vocabulary of monolingual and bilingual children using a standardized procedure and comparable stimuli across languages. All language versions of CLT include picture naming and picture recognition tasks, using both nouns and verbs as target w…
Assessing vocabulary size in Malaysian preschoolers: Insights from the Malaysian English cross-linguistic lexical task and parents of multilingual children questionnaire
This paper introduces the first freely available Malaysian English vocabulary size assessment for 4- to 6-year-old Malaysian children: the newly developed Malaysian English Cross-linguistic Lexical Task (MECLT). Using MECLT scores to measure vocabulary development, the study further explores the efficiency of two approaches: the sum of the number of home languages versus a language exposure composite score, in classifying children’s language prof…
Searching for words: Picture Naming Errors and Contributing Factors in Bilingual and Monolingual Children Aged 3–7 Years
To investigate how children organise their vocabularies, we can analysethe errors they make when unable to retrieve a word. Analysis ofnaming errors has not been sufficiently explored in the first language (L1) of bilingual children. We employed a picture naming task toinvestigate the types of errors made by 142 bilingual and 119monolingual children aged 3-7 years. Children named actions andobjects in their L1 (Polish). We categorised children’s …
Bilinguals’ knowledge of ‘home’ and ‘school’ words revisited: Evidence from Polish-English bilinguals
Bilingual children’s total vocabulary in each of their languages is oftensmaller than that of monolinguals. In their seminal study, Bialystok et al.(2010. ‘Receptive vocabulary differences in monolingual and bilingualchildren.’ Bilingualism: Language and Cognition 13 (4): 525-531) dividedchildren’s vocabulary into ‘home’ and ‘school’ words and found nodifferences in bilinguals’ knowledge of ‘school’ words compared tomonolinguals. In Study 1, we a…
Are parental perceptions of child language skills and language environment reflected in direct bilingual assessment? A study of Polish-Norwegian preschool children
Although multilingualism is common, most available tools for assessing children’s language development are normed on and intended for monolingual populations. This study investigates the language skills of children of Polish parents growing up in Norway, using two tools created for multilingual assessment: a parental report, Parents of Bilingual Children Questionnaire (PaBiQ; Tuller Citation2015) and a direct assessment of vocabulary, Cross-Lingu…
Bilingual children reach early language milestones at the same age as monolingual peers
In this longitudinal study, we compare the age of reaching early developmental milestones in bilingual and monolingual children and between the bilinguals’ two languages. We present data from 302 Polish bilinguals (living outside of Poland with various majority languages) and 302 Polish monolinguals, aged M = 12.78 months on study entry (range: 0 – 24 months), matched on sex, age at study entry, duration of parental reporting, and parental educat…
Linguistics (12 works) · Psychology (12 works) · Reading and Literacy Development (12 works) · Language Development and Disorders (10 works) · Developmental psychology (8 works) · Neuroscience of multilingualism (7 works) · Cognitive psychology (4 works) · Vocabulary (4 works) · First language (3 works) · Language acquisition (3 works)