Posts Tagged noncognates
Cognates are really interesting words that share meaning and sound the same across languages. Languages that share the same roots also have a large number of cognates because of their shared histories. Spanish and English share a large number of cognates.
We’ve studied cognate recognition in young children. In that study of kindergarten and first grade children, we found that Spanish dominant children and English dominant children scored similarly on a receptive vocabulary test given in English. But, they showed different patterns of response. Those who were Spanish dominant were more likely to know the cognates– even those that were above their age level. English dominant kids tended to know non-cognates. So, consistent with other studies, we found a cognate advantage for Spanish-speaking children learning English as a second language. In a recent study, we were interested in whether bilingual children with DLD would show a similar cognate advantage. Read the rest of this entry »
We have a new article published in Early Childhood Services called, Cognates Facilitate Word Recognition in Young Spanish-English Bilinguals’ Test Performance (Perez, Peña, & Bedore, 2010). This is part of a study funded by the NIH called Diagnostic Markers of Language Impairment. In this study, we’re trying to identify the combination of markers that best identify bilingual children who have language impairment. One of the tests that we use in the study is the TOLD-P:3. Early in the study Anita Perez noticed that children who were Spanish dominant seemed to do well on cognate items on the receptive vocabulary subtest of the TOLD which is given only in English. We decided to explore this question further by giving the next group of kids participating on the project all the items from that subtest. That way we could have item data of the same set of items for a group of kiddos. Read the rest of this entry »