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Word form processing at school age: Evidence for similarities between bilingual and monolingual children

Published online by Cambridge University Press:  08 November 2021

Karin Hein  and
Christina Kauschke
Karin Hein*
Affiliation:
Department of German Linguistics, University of Marburg, Marburg, Germany
Christina Kauschke
Affiliation:
Department of German Linguistics, University of Marburg, Marburg, Germany
*
Address for correspondence: Karin Hein, Pilgrimstein 16, 35037 Marburg, Email: [email protected]
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Abstract

The present study aimed to explore the lexical processing abilities of bilingual school-aged children compared to their monolingual peers. Therefore, word form processing tasks (auditory lexical decision, rapid naming, rhyming), as well as traditional vocabulary tasks (word-picture matching and picture naming), were conducted in a cross-sectional design in a sample of 163 German monolingual and 39 bilingual primary school children (6-9 years), speaking German and another language. Regression analyses revealed that age, gender, and vocabulary size, but not bilingualism have an impact on performance in word form processing tasks. Group comparisons after propensity matching on age, gender, and vocabulary size revealed no significant group differences between monolingual and bilingual children in word form processing tasks. After the sample was divided into two age groups, bilingual children showed an initial weakness at ages 6 to 7 that seems to be overcome during primary school age.

Keywords

monolingual and bilingual primary school childrenword form processingauditory lexical decisionrapid namingrhyming
Type
Research Article
Information
Bilingualism: Language and Cognition , Volume 25 , Issue 2 , March 2022 , pp. 283 - 295
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Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

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