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Vocabulary Inference in Bilingual and Monolingual Children With ASD and ADHD: A Case Study Approach
Abstract
This study investigates how bilingual and monolingual children with typical development (TD) and developmental disorders (DD) infer the meaning of unfamiliar words from contextual and morphological cues. It also examines how vocabulary knowledge, morphology, decoding, and comprehension affect inference, and whether bilingualism adds an extra burden for children with DD or leads to different performances across disorders. Six 11-year-old children were grouped into ADHD, ASD and TD, with one monolingual and one bilingual per group. Participants completed oral language and reading tasks, including: (a) fluid intelligence, (b) breadth and (c) depth of VK, (d) morphological awareness, (e) decoding, (f) reading comprehension, and (g) vocabulary inference. BL and ML participants (in all groups) performed similarly in depth of VK, morphology, and reading comprehension, but BLs outperformed MLs in decoding. BLs with ASD and TD had lower breadth of VK than MLs, and all groups struggled more in the near inference condition. Vocabulary inference was linked to breadth of VK, and depth of VK was related to morphological awareness.
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