Synapse
⌘+K
Synapse
PulseExploreClubsResearchersJournals
Instagram
HomeClubsExplore
February 28, 2026Perspectives of the ASHA Special Interest Groups

Cognate Facilitation and False-Friend Inhibition in Spanish-Speaking Dual-Language Learners' Lexical Processing of English

View Full Paper
Ask AI
Bookmark
Share

Authors

DWDarin WoolpertIRIleana Ratiu

Discussion

Loading...

Member takes

Overview

Investigates cognate and false-friend effects on lexical processing in dual-language learners, highlighting linguistic influences.

Key Points

  • The study aims to explore how cognates and false friends affect lexical processing in dual-language learners compared to monolinguals.
  • 134 children participated, including 66 dual-language learners and 68 monolinguals in Grades 2–6.
  • Children completed a series of standardized and experimental measures related to word recognition.
  • A cross-linguistic task required children to select words matching pictures, incorporating cognate targets and false-friend foils.
  • DLL children's performance improved with cognate targets but not with false-friend foils.
  • Spanish proficiency helped reduce the negative impact of false friends on performance.
  • The findings suggest that DLL children process English reading differently than monolingual peers.

Cite This Study

Woolpert et al. (2026) studied this question.

synapsesocial.com/papers/69a287b00a974eb0d3c03a30https://doi.org/10.1044/2025_persp-25-00080
View Full Paper
Ask AI
Bookmark
Share

Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Dialogic Reading Strategies and Vocabulary in Spanish-Speaking Students With Developmental Language Disorder: A Single-Case Research Study2025
  2. 2Cognate Effects on Bilingual Lexical–Semantic Processing in Children: Insights from ERPs2026
  3. 3Shared representations in cognate comprehension and production: An online picture naming and lexical decision study with bilingual children2024 · 6 citations
  4. 4From cotenyou to continue: modeling the contributions of phonological and morphological awareness to spelling accuracy in young Spanish-English dual-language learners2025
  5. 5Interactive Effects of Executive Function and Language Ability on Children's Cross-Situational Word Learning2026