Nia Nickerson
Biographic Data
| ID | 4597247 |
|---|---|
| NAME | Nia Nickerson |
| GIVEN NAMES | Nia |
| FAMILY NAME | Nickerson |
| SIGNATURE | NICKERSON N |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0003-1303-3437 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: A Longitudinal Perspective
Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role of cross-linguistic distances and language structure in literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal inquiry of heritage-language learners …
Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals
Words’ morphemic structure and their orthographic representations vary across languages. How do bilingual experiences with structurally distinct languages influence children's morphological processes for word reading? Focusing on English literacy in monolinguals and bilinguals ( N = 350, ages 5–9), we first revealed unique contributions of derivational ( friend-li-est ) and compound ( girl-friend ) morphology to early word reading. We then examin…
What’s in a word? Cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
This study investigates the cross-linguistic transfer of literacy skills in Spanish–English, Chinese–English bilingual, and English monolingual children (N = 283, 5–10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolingua…
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals
This study aimed to clarify the relations between morphological awareness and literacy skills in Spanish and English in young simultaneous bilingual learners. Guided by theoretical perspectives on the associations between morphological awareness and word- versus sentence-level literacy skills, and their transfer between bilinguals’ two languages, we asked bilingual children (N = 90; M = 8.07 years old) to complete dual-language literacy assessmen…
The neurocognitive basis of morphological processing in typical and impaired readers
Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: A Longitudinal Perspective
Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role of cross-linguistic distances and language structure in literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal inquiry of heritage-language learners …
What’s in a word? Cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
This study investigates the cross-linguistic transfer of literacy skills in Spanish–English, Chinese–English bilingual, and English monolingual children (N = 283, 5–10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolingua…
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals
This study aimed to clarify the relations between morphological awareness and literacy skills in Spanish and English in young simultaneous bilingual learners. Guided by theoretical perspectives on the associations between morphological awareness and word- versus sentence-level literacy skills, and their transfer between bilinguals’ two languages, we asked bilingual children (N = 90; M = 8.07 years old) to complete dual-language literacy assessmen…
The neurocognitive basis of morphological processing in typical and impaired readers
Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals
Words’ morphemic structure and their orthographic representations vary across languages. How do bilingual experiences with structurally distinct languages influence children's morphological processes for word reading? Focusing on English literacy in monolinguals and bilinguals ( N = 350, ages 5–9), we first revealed unique contributions of derivational ( friend-li-est ) and compound ( girl-friend ) morphology to early word reading. We then examin…
Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: A Longitudinal Perspective
Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role of cross-linguistic distances and language structure in literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal inquiry of heritage-language learners …
Linguistics (5 works) · Literacy (5 works) · Psychology (5 works) · Reading and Literacy Development (5 works) · Language Development and Disorders (4 works) · Neuroscience of multilingualism (4 works) · Pedagogy (4 works) · Phonological awareness (4 works) · Heritage language (3 works) · Vocabulary (3 works)