Applied psycholinguistics

• 

  Año 2019, Vol. 40, Número 4

  • Original Article

    • Seleccionado

      The development of English tense and agreement morphology in Welsh–English bilingual children with and without specific language impairment

      Vasiliki Chondrogianni, Hyowon Kwon

      • Resumen

      págs. 821-852

      
    • Seleccionado

      Patterns of educational achievement among groups of immigrant children in Denmark emerge already in preschool second-language and preliteracy skills

      Anders Højen, Dorthe Bleses, Peter Jensen, Philip S. Dale

      • Resumen

      págs. 853-875

      
    • Seleccionado

      The development of vocabulary and morphological awareness: A longitudinal study with college EFL students

      Yih-Lin Belinda Jiang, Li Jen Kuo

      • Resumen

      págs. 877-903

      
    • Seleccionado

      Orthography and speech production in children with good or poor reading skills

      Meredith Saletta

      • Resumen

      págs. 905-931

      
    • Seleccionado

      Mandarin–English speaking bilingual and Mandarin speaking monolingual children’s comprehension of relative clauses

      Elaine Yee Ling Tsoi, Wenchun Yang, Angel Chan, Evan Kidd

      • Resumen

      págs. 933-964

      
    • Seleccionado

      “It is alive!”: Evidence for animacy effects in semantic categorization and lexical decision

      Patrick Bonin, Margaux Gelin, Vivien Dioux, Alain Méot

      • Resumen

      págs. 965-985

      
    • Seleccionado

      Frequency effects on first and second language compositional phrase comprehension and production

      Sarut Supasiraprapa

      • Resumen

      págs. 987-1017

      
    • Seleccionado

      Long-term outcomes for bilinguals in minority language contexts: Welsh–English teenagers’ performance on measures of grammatical gender and plural morphology in Welsh

      Hanna Binks, Enlli Môn Thomas

      • Resumen

      págs. 1019-1049

      
    • Seleccionado

      Morphological awareness and word-level reading in early and middle elementary school years

      Erin K. Robertson, Hélène Deacon

      • Resumen

      págs. 1051-1071