First and second language sentence repetition
A screening measure for dual language learners
Bibliographic Data
| ID | 21589978 |
|---|---|
| Authors | May-Britt Monsrud (0000-0002-1521-1930, University of Oslo, corresponding author), Veslemøy Rydland (0000-0002-2036-3920, University of Oslo), Esther Geva (0000-0002-0085-364X, Applied Psychology and Human Development, University of Toronto, Toronto, Ontario, Canada), Solveig-Alma Halaas Lyster (0000-0002-1129-4310, University of Oslo) |
| Year | 2022 |
| Volume | 36 |
| Issue | 4 |
| Pages | 312-328 |
| Publication date | 2022-07-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2022.2063059 |
| OpenAlex | W4225296398 |
| Language | EN |
| Citations received | 4 |
| References cited | 25 |
The sentence repetition (SR) test is considered as a promising diagnostic tool for detecting language proficiency in monolingual learners, but less is known about its potential to identify dual language learners’ (DLLs) linguistic proficiency. Considering that challenges with language learning, such as developmental language disorders (DLDs), is evident in both first and second language (L1 and L2), it is important to use tools that can assess language functions in both languages whenever feasible.We found that students’ L1 and L2 SR performance levels draw upon their phonological short-term memory capacity, vocabulary and grammar skills in the language being assessed. We also found a positive relationship between students’ L1 phonological memory and L2 SR scores, suggesting that DLLs’ phonological short-term memory capacity assessed in their L1 indicates individual differences in short-term verbal memory that support SR performance, as assessed in L2.The results highlight a challenge in both research and clinical settings which often use monolingual assessment tools and associated norms to identify DLLs who might be at risk of developing DLDs or other learning difficulties
Cognition · Cognitive psychology · Dual language · First language · Grammar · Language assessment · Linguistics · Mathematics education · Natural language processing · Phonology · Sentence · Short-term memory · Vocabulary · Working memory · Computer Science · Language Development and Disorders · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
Sentence Repetition as an Ecologically Valid Tool for Assessing Bilingual Children’s Language Abilities
Addressing social disparities in special education placement in three welfare states
Predictors of sentence recall performance in children with and without DLD
Differences in sentence repetition tasks in studies on bilingual children’s language development
The Critical Role of Vocabulary Development for English Language Learners
Sentence repetition is a measure of children's language skills rather than working memory limitations
Disproportionality in Special Education
The phonological loop as a language learning device.
Independent effects of bilingualism and socioeconomic status on language ability and executive functioning
Lost in Translation
Cutoff criteria for fit indexes in covariance structure analysis
Sentence repetition with bilinguals with and without DLD
Assessment of Bilingual Children for Identification of Language Impairment
Assessing understanding of relative clauses
The language and literacy development of young dual language learners
Phase 2 of Catalise
Measuring language development in bilingual children
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |