Johanne Paradis
Affiliations: | University of Alberta, Edmonton, Alberta, Canada |
Area:
Bilingualism, language acquisitionWebsite:
http://www.ualberta.ca/~jparadis/Google:
"Johanne Paradis"
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Publications
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| Paradis J, Soto-Corominas A, Daskalaki E, et al. (2025) The role of age of arrival and language environment factors in Arabic heritage language development: A longitudinal study. Journal of Child Language. 1-24 |
| Paradis J. (2023) Sources of individual differences in the dual language development of heritage bilinguals. Journal of Child Language. 1-25 |
| Ní Chéileachair F, Chondrogianni V, Sorace A, et al. (2022) Developmental language disorder in sequential bilinguals: Characterising word properties in spontaneous speech. Journal of Child Language. 1-27 |
| Soto-Corominas A, Daskalaki E, Paradis J, et al. (2021) Sources of variation at the onset of bilingualism: The differential effect of input factors, AOA, and cognitive skills on HL Arabic and L2 English syntax. Journal of Child Language. 1-33 |
| Sorenson Duncan T, Paradis J. (2020) Home language environment and children's second language acquisition: the special status of input from older siblings. Journal of Child Language. 1-24 |
| Daskalaki E, Blom E, Chondrogianni V, et al. (2020) Effects of parental input quality in child heritage language acquisition. Journal of Child Language. 1-28 |
| Soto-Corominas A, Paradis J, Rusk BV, et al. (2020) Oral Language Profiles Of English Second Language Learners In Adolescence: Cognitive And Input Factors Influence How They Compare To Their Monolingual Peers Studies in Second Language Acquisition. 1-24 |
| Gottardo A, Amin N, Amin A, et al. (2020) Word reading in English and Arabic in children who are Syrian refugees Applied Psycholinguistics. 1-24 |
| Janaideh RA, Gottardo A, Tibi S, et al. (2020) The role of word reading and oral language skills in reading comprehension in Syrian refugee children Applied Psycholinguistics. 1-22 |
| Rusk BV, Paradis J, Järvikivi J. (2020) Comprehension of English plural-singular marking by Mandarin-L1, early L2-immersion learners Applied Psycholinguistics. 41: 547-577 |