7 documents found, page 1 of 1
(RE)CONTO: Tool to Assess Oral Narratives in European Portuguese-speaking Children
Vaz, Stéphanie; Lobo, Maria; Lousada, MarisaNarrative competencies are determinant for the academic success of children and adolescents. The assessment of these competencies – including comprehension and production – is important to complement the diagnosis of children with language impairment, and to plan interventions in clinical and educational contexts. We present in this paper a tool to assess narrative competencies developed for children aged 6 to ...
Effects of language dominance and time of formal exposure to the language on th...
Tomaz, Margarida; Lobo, Maria; Madeira, Ana; Soares-Jesel, Carla; Vaz, StéphanieThis study investigates the effects of two external linguistic variables – language dominance and time of formal exposure – on the production and placement of clitic pronouns of Portuguese-French bilingual children. Using two elicited production tasks and a parental sociolinguistic questionnaire, we show that language dominance plays a role in rates of omission and rates of clitic production. On the other hand,...
Assessment of Oral Narratives in European Portuguese (EP) Speaking Children: A ...
Vaz, Stéphanie; Lobo, Maria; Lousada, MarisaAlthough there are several referenced and validated international instruments for evaluating oral narratives,which can be used in populations with language disorders to help the diagnosis and to plan intervention, there is yet no such instrument for EP. In this work, we present a first version of an instrument for evaluating oral narrative productions for EP-speaking children, including the methodology used in ...
Omission and placement of clitics by Portuguese-French bilingual children
Tomaz, Margarida; Lobo, Maria; Madeira, Ana; Soares-Jesel, Carla; Vaz, StéphanieThis study investigates clitic omission and clitic placement in Portuguese-French bilingual children. Using two elicited production tasks, we show that the global pattern of development is very similar to the one found in monolingual acquisition: bilingual children are sensitive to the type of clitic (more omission in accusative contexts than in reflexive contexts), syntactic context (higher rates of pronoun pr...
Effects of syntactic structure on the comprehension of clefts
Lobo, Maria; Santos, Ana Lúcia; Soares-Jesel, Carla; Vaz, StéphanieThe present paper presents an experiment testing Portuguese-speaking children’s comprehension of different types of subject and object clefts – é que clefts, standard clefts and pseudoclefts. We consider previous studies that explain asymmetric difficulties in the comprehension of structures with object A-bar extraction as an effect of featural intervention, and we show that only é que clefts and standard cleft...
Omissão e colocação de clíticos por crianças bilingues Português-Francês
Tomaz, Margarida; Lobo, Maria; Madeira, Ana; Soares-Jesel, Carla; Vaz, StéphanieThis study investigates clitic omission and clitic placement in Portuguese-French bilingual children. Using two elicited production tasks, we show that the global pattern of development is very similar to the one found in monolingual acquisition: bilingual children are sensitive to the type of clitic (more omission in accusative contexts than in reflexive contexts), syntactic context (higher rates of pronoun pr...
Compreensão de estruturas clivadas na aquisição do português europeu
Lobo, Maria; Santos, Ana Lúcia; Soares-Jesel, Carla; Vaz, StéphanieThis paper investigates the comprehension of three types of subject and object clefts by European Portuguese 4 and 5 year-olds and a control group of adults. We investigated whether there were differences between the three types of clefts (é que clefts, standard clefts and pseudoclefts) and whether there were subject-object asymmetries. The results show that the comprehension of subject clefts is easier than ob...