[
Alloway, T.P. (2007). Automated working memory assessment. Pearson Assessment.
]Search in Google Scholar
[
Anderson, R. C. & Freebody, P. (1981). Vocabulary knowledge. In John T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp.77-117). International Reading Association.
]Search in Google Scholar
[
Antoniou, F., Ralli, A. M., Mouzaki, A., Diamanti, V. & Papaioannou, S. (2022). Logometro®: The psychometric properties of a norm-referenced digital battery for language assessment of Greek-speaking 4–7 years old children. Frontiers in Psychology, 13, 900600. https://doi.org/10.3389/fpsyg.2022.900600
]Search in Google Scholar
[
Armon-Lotem, S., J. Walters, & Gagarina, N. (2011). The impact of internal and external factors on linguistic performance in the home language and in L2 among Russian–Hebrew and Russian–German preschool children. Linguistic Approaches to Bilingualism, 1(3), 291–317. https://doi.org/10.1075/lab.1.3.04arm
]Search in Google Scholar
[
Artuso, C., Palladino, P., Valentini, P., & Belacchi, C. (2021). Definitional skills as a bridge towards school achievement. Sustainability, 14(1), 286. https://doi.org/10.3390/su14010286
]Search in Google Scholar
[
August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Erlbaum.
]Search in Google Scholar
[
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Multilingual Matters LTD.
]Search in Google Scholar
[
Bedore, L. M., Peña, E. D., Joyner, D., & Macken, C. (2011). Parent and teacher rating of bilingual language proficiency and language development concerns. International Journal of Bilingual Education and Bilingualism, 14(5), 489–511. https://doi.org/10.1080/13670050.2010.529102
]Search in Google Scholar
[
Bialystok, E. (2001). Metalinguistic aspects of bilingual processing. Annual Review of Applied Linguistics, 21, 169–181. https://doi.org/10.1017/S0267190501000101
]Search in Google Scholar
[
Blom, E., Küntay, A. C., Messer, M., Verhagen, J., & Leseman, P. (2014). The benefits of being bilingual: working memory in bilingual Turkish-Dutch children. Journal of Experimental Child Psychology, 128, 105–119. https://doi.org/10.1016/j.jecp.2014.06.007
]Search in Google Scholar
[
Bowers, P. N. & Kirby J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23, 515–37. http://dx.doi.org/10.1007/s11145-009-9172-z
]Search in Google Scholar
[
Caramelli, N., Borghi, A. M., & Setti, A. (2006). The identification of definition strategies in children of different ages. Linguistica Computazionale, 26, 155–177.
]Search in Google Scholar
[
Cockcroft, K. (2016). A comparison between verbal working memory and vocabulary
]Search in Google Scholar
[
in bilingual and monolingual South African school beginners: Implications for bilingual language assessment. International Journal of Bilingual Education and Bilingualism, 19(1), 74–88. https://doi.org/10.1080/13670050.2014.964172
]Search in Google Scholar
[
Collins, A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82(6), 407–428. https://doi.org/10.1037/0033-295X.82.6.407
]Search in Google Scholar
[
Collins, A. M., & Quillian, M. R. (1969). Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behavior, 8(2), 240-247. https://doi.org/10.1016/S0022-5371(69)80069-1
]Search in Google Scholar
[
Core, C., Hoff, E., Rumiche, R., & Señor, M. (2013). Total and conceptual vocabulary in Spanish-English bilinguals from 22 to 30 months: Implications for assessment. Journal of Speech, Language, and Hearing Research, 56(5), 1637–1649. https://doi.org/10.1044/1092-4388(2013/11-0044
]Search in Google Scholar
[
Costa A, Hernández M, Costa-Faidella J, Sebastián-Gallés N. (2009). On the bilingual advantage in conflict processing: Now you see it, now you don’t. Cognition, 113(2), 135–49. https://doi.org/10.1016/j.cognition.2009.08.001
]Search in Google Scholar
[
Cummins, J. (1976). The influence of bilingualism on cognitive growth a synthesis of research findings and explanatory hypotheses. Working Papers on Bilingualism, 9, 1–43.
]Search in Google Scholar
[
De Houwer, A., Bornstein, M. H., & Putnick, D. L. (2014). A bilingual-monolingual comparison of young children’s vocabulary size: Evidence from comprehension and production. Applied Psycholinguistics, 35(6), 1189–1211. https://doi.org/10.1017/S0142716412000744
]Search in Google Scholar
[
Dosi, I. (2021). The impact of inhibitory control, working memory and updating on definitional skills of learners with and without Developmental Language Disorder. International Journal of Research Studies in Education, 10(13), 97-107. https://doi.org/10.5861/ijrse.2021.a055
]Search in Google Scholar
[
Dosi, I., & Gavriilidou, Z. (2020). The role of cognitive abilities in the development of definitions by children with and without Developmental Language Disorder. Journal of Psycholinguistic Research, 49(5), 761–777. https://doi.org/10.1007/s10936-020-09711-w
]Search in Google Scholar
[
Dosi, I., Gavriilidou Z. & Dourou, C. (2021). Definitional skills of learners with and without developmental language disorder. International Journal of Learning, Teaching and Educational Research, 20(10), 193-216. https://doi.org/10.26803/ijlter.20.10.11
]Search in Google Scholar
[
Dosi, I. & Papadopoulou, D. (2020). The role of educational setting in the development of verbal aspect and executive functions: Evidence from Greek-German bilingual children, International Journal of Bilingual Education and Bilingualism, 23(8), 964–980. https://doi.org/10.1080/13670050.2018.1539465
]Search in Google Scholar
[
Dourou, C. (2019). The comparison of definition ability of different age groups. [Unpublished doctoral dissertation. Department of Greek Philology. Democritus University of Thrace].
]Search in Google Scholar
[
Dourou, C. & Dosi, I. (2021). One word, two definitions: A comparison of word definitional skills between monolingual and bilingual students. Journal of Education and Practice, 12(8), 1–11. https://doi.org/10.7176/JEP/12-8-01
]Search in Google Scholar
[
El Euch, S. (2007). Concreteness and language effects in the quality of written definitions in L1, L2 and L3. International Journal of Multilingualism, 4(3), 198–216. https://doi.org/10.2167/ijm071.0
]Search in Google Scholar
[
El Euch, S. & De Koninck, Z. (2006). Habiletés de décontextualisation en situation trilingue: le cas des définitions. La Revue Canadienne de Linguistique Appliquée, 9(1), 13-30.
]Search in Google Scholar
[
Engel de Abreu, P. (2011). Working memory in multilingual children: Is there a bilingual effect? Memory, 19, 529–537. https://doi.org/10.1080/09658211.2011.590504
]Search in Google Scholar
[
Feng, X. (2009). Working memory and bilingualism: An investigation of executive control and processing speed [Unpublished doctoral dissertation, York University, Toronto, ON].
]Search in Google Scholar
[
Friedmann, N., Aram, D., & Novogrodsky, R. (2011). Definitions as a window to the acquisition of relative clauses. Applied Psycholinguistics, 32(4), 687–710. https://doi.org/10.1017/S0142716411000026
]Search in Google Scholar
[
Gavriilidou, Z. (2015). The development of noun, verb and adjective definitional awareness in Greek preschoolers. Journal of Applied Linguistics, 30, 44–58.
]Search in Google Scholar
[
Gollan, T, Montoya, R, Fennema-Notestine, C & Morris, S. (2005) Bilingualism affects picture naming but not picture classification. Memory & Cognition, 33(7), 1220–1234. https://doi.org/10.3758/bf03193224
]Search in Google Scholar
[
Haastrup, K., & Henriksen, B. (2000). Vocabulary acquisition: acquiring depth of knowledge through network building. International Journal of Applied Linguistics, 10, 221–240. https://doi.org/10.1111/j.1473-4192.2000.tb00149.x
]Search in Google Scholar
[
Hadley, E. B., Dickinson, D. K., Hirsh-Pasek, K., Golinkoff, R. M., Nesbitt, K. T. (2016). Examining the acquisition of vocabulary knowledge depth among preschool students. Reading Research Quarterly, 51(2), 181–198. https://doi.org/10.1002/rrq.130
]Search in Google Scholar
[
Hamann, C., Rinke, E., & Genevska-Hanke, D. (2019). Editorial: Bilingual language development: The role of dominance. Frontiers in Psychology, 10, 1–3. https://doi.org/10.3389/fpsyg.2019.01064
]Search in Google Scholar
[
Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21, 303-317. https://doi.org/10.1017/S0272263199002089
]Search in Google Scholar
[
Johnson, C. J., & Anglin, J. M. (1995). Qualitative developments in the content and form of children’s definitions. Journal of Speech and Hearing Research, 38(3), 612-629. https://doi.org/10.1044/jshr.3803.612
]Search in Google Scholar
[
Kaushanskaya, M., Blumenfeld, H. K., & Marian, V. (2011). The relationship between vocabulary and short-term memory measures in monolingual and bilingual speakers. The International Journal of Bilingualism, 15(4), 408–425. https://doi.org/10.1177/1367006911403201
]Search in Google Scholar
[
Korecky-Kröll, K., Dobek, N., Blaschitz, V., Sommer-Lolei, S., Boniecki, M., Uzunkaya-Sharma, K., & Dressler, W. U. (2019). Vocabulary as a central link between phonological working memory and narrative competence: Evidence from monolingual and bilingual four-year-olds from different socioeconomic backgrounds. Language and Speech, 62(3), 546–569. https://doi.org/10.1177/0023830918796691
]Search in Google Scholar
[
Li, M., & Kirby, J. R. (2015). The effects of vocabulary breadth and depth on English reading. Applied Linguistics, 36(5), 611–634. https://doi.org/10.1093/applin/amu007
]Search in Google Scholar
[
Maguire, M. J., Hirsh-Pasek, K., & Golinkoff, R. M. (2006). A unified theory of word learning: Putting verb acquisition in context. In K. Hirsh-Pasek, & R. Michnick Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 364–391). Oxford University Press.
]Search in Google Scholar
[
Marinellie, S. A., & Johnson C. (2002). Definitional skill in school-age children with specific language impairment. Journal of Communication Disorders, 35(3), 241-259. https://doi.org/10.1016/S0021-9924(02)00056-4
]Search in Google Scholar
[
Marinellie, S. A., & Johnson C. (2004). Nouns and verbs: a comparison of definitional style. Journal of Psycholinguistic Research, 33(3), 217–235. https://doi.org/10.1023/B:JOPR.0000027963.80639.88.
]Search in Google Scholar
[
McGregor, K. K., Oleson, J., Bahnsen, A., & Duff, D. (2013). Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. International Journal of Language & Communication Disorders, 48, 307–319. https://doi.org/10.1111/1460-6984.12008
]Search in Google Scholar
[
Morales, J., Calvo, A., and Bialystok, E. (2013). Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114, 187–202. https://doi.org/10.1016/j.jecp.2012.09.002
]Search in Google Scholar
[
Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19–35). Lawrence Erlbaum Associates, Inc.
]Search in Google Scholar
[
Nurweni, A. & Read, J. (1999). The English vocabulary knowledge of Indonesian university students. English for Specific Purposes, 18, 161–75. https://doi.org/10.1016/S0889-4906(98)00005-2
]Search in Google Scholar
[
Oller, D. K., & Pearson, B. Z. (2002). Assessing the effects of bilingualism: A background. In D. K. Oller & R. E. Eilers (Eds.), Language and literacy in bilingual children (pp. 3–21). Multilingual Matters.
]Search in Google Scholar
[
Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554–566. https://doi.org/10.1037/0022-0663.98.3.554
]Search in Google Scholar
[
Paradis, J. (2011). Individual differences in child english second-language acquisition: Comparing child-internal and child-external factors. Linguistic Approaches to Bilingualism 1(3), 213–237. https://doi.org/10.1075/lab.1.3.01par
]Search in Google Scholar
[
Proctor, P. C., Uccelli, P., Dalton, B., & Snow, C. E. (2009) Understanding depth of vocabulary online with bilingual and monolingual children, Reading & Writing Quarterly, 25(4), 311–333. https://doi.org/10.1080/10573560903123502
]Search in Google Scholar
[
Qian, D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56, 282–308. https://doi.org/10.3138/cmlr.56.2.282
]Search in Google Scholar
[
Qian, D.D. (2002) investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52, 513–536. https://doi.org/10.1111/1467-9922.00193
]Search in Google Scholar
[
Raven, J., Court, J. H. & Raven, J. (2008). Raven’s coloured progressive matrices and vocabulary scales. Pearson Education.
]Search in Google Scholar
[
Read, J. (2004). Plumbing the depths: how should the construct of vocabulary knowledge be defined. In P. Bogaards, & B. Laufer (Eds.), Vocabulary in a Second Language (pp. 209-227). Amsterdam: John Benjamins.
]Search in Google Scholar
[
Schmitt, N. (2014), size and depth of vocabulary knowledge: What the research shows. Language Learning, 64, 913–951. https://doi.org/10.1111/lang.12077
]Search in Google Scholar
[
Schwartz, M. & Katzir, T. (2012). Depth of lexical knowledge among bilingual children: The impact of schooling. Reading and Writing, 25, 1947–1971. http://doi.org/10.1007/s11145-011-9308-9
]Search in Google Scholar
[
Service, E., Simola, M., Metsänheimo, O. & Maury, S. (2002). Bilingual working memory span is affected by language skill. European Journal of Cognitive Psychology, 14(3), 383–408. http://doi.org/10.1080/09541440143000140
]Search in Google Scholar
[
Smith, E. E., Shoben, E. J., & Rips, L. J. (1974). Structure and process in semantic memory: A featural model for semantic decisions. Psychological Review, 81(3), 214–241. https://doi.org/10.1037/h0036351
]Search in Google Scholar
[
Snow, C. E. (1990). The development of definitional skill. Journal of Child Language, 17, 697–710. https://doi.org/10.1017/S0305000900010953
]Search in Google Scholar
[
Snow, C. E., Cancinο, H., Gonzalez, P., & Shriberg, E. (1989). Giving formal definitions: An oral language correlate of school literacy. In D. Bloome (Ed.), Literacy in classrooms (pp. 233–249). Ablex.
]Search in Google Scholar
[
Snow, C., Cancino, H., Temple, J., & Schley, S. (1991). Giving formal definitions: A linguistic or metalinguistic skill? In E. Bialystok (Ed.), Language processing in bilingual children (pp. 90-112). Cambridge University Press.
]Search in Google Scholar
[
Treffers-Daller, J. (2019). What defines language dominance in bilinguals? Annual Review of Linguistics, 5(1), 375–393. https://doi.org/10.1146/annurevlinguistics-011817-045554
]Search in Google Scholar
[
Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1=L2 acquisition and frequency of input. Applied Psycholinguistics, 22, 217–234. http://doi.org/10.1017/S0142716401002041
]Search in Google Scholar
[
Vogindroukas, I., Protopapas, A. & Sideridis, G. (2009). Δοκιμασία εκφραστικού λεξιλογίου [Expressive vocabulary assessment] (Greek version of Renfrew word finding vocabulary test). Glafki.
]Search in Google Scholar
[
Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge depth vs. Breadth. Canadian Modern Language Review, 53, 13-39. https://doi.org/10.3138/cmlr.53.1.13
]Search in Google Scholar
[
Wechsler, D. (2014). Wechsler intelligence scale for children (5th ed.). PsychCorp.
]Search in Google Scholar