View in EDS PDF Full Text

Word Learning in Bilingual Children at Risk for Developmental Language Disorder.

Saved in:
Bibliographic Details
Title: Word Learning in Bilingual Children at Risk for Developmental Language Disorder.
Authors: Pui Fong Kan1 puifong.kan@colorado.edu
Source: American Journal of Speech-Language Pathology. Nov2024, Vol. 33 Issue 6, p2746-2766. 21p.
Subject Terms: *Intellect, *Immigrants, *Communicative competence, *Preschools, *Multilingualism, *English as a foreign language, *Language disorders, *Storytelling, *Ability, *Comparative studies, *Language acquisition, *Training, *Children, Child development deviations -- Risk factors, Research funding, Task performance, Descriptive statistics, Disease risk factors
Geographic Terms: California
Abstract: Purpose: The purpose of this study was to compare the novel word learning skills between Cantonese–English bilingual children at risk for developmental language disorder (DLD) and their typically developing (TD) peers. Method: Participants were 24 Cantonese–English bilingual preschool children at risk for DLD and 38 TD children. Each participant was presented with eight novel words in Cantonese (first language [L1]) and eight in English (second language [L2]) over eight weekly sessions. Children’s existing lexical knowledge was measured using the moving-average number of different words in language samples in L1 and L2. Results: Bilingual children at risk for DLD were scored lower than their TD peers for both languages over time. The role of lexical knowledge in children’s word learning differed between the TD and DLD groups: Lexical knowledge in L1 was a predictor of L1 word learning in TD children, while lexical knowledge in L2 predicted L2 word learning in children at risk for DLD. In addition, significant cross-linguistic effects were found from L2 to L1 for both groups. Conclusions: This study underscores the complexity of novel word learning in bilingual children at risk for DLD. Clinically, these findings suggest the value of tracking learning trajectories in bilingual children across both languages. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 180662851
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Word Learning in Bilingual Children at Risk for Developmental Language Disorder.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pui+Fong+Kan%22">Pui Fong Kan</searchLink><relatesTo>1</relatesTo><i> puifong.kan@colorado.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. Nov2024, Vol. 33 Issue 6, p2746-2766. 21p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Intellect%22">Intellect</searchLink><br />*<searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Storytelling%22">Storytelling</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development+deviations+--+Risk+factors%22">Child development deviations -- Risk factors</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Disease+risk+factors%22">Disease risk factors</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this study was to compare the novel word learning skills between Cantonese–English bilingual children at risk for developmental language disorder (DLD) and their typically developing (TD) peers. Method: Participants were 24 Cantonese–English bilingual preschool children at risk for DLD and 38 TD children. Each participant was presented with eight novel words in Cantonese (first language [L1]) and eight in English (second language [L2]) over eight weekly sessions. Children’s existing lexical knowledge was measured using the moving-average number of different words in language samples in L1 and L2. Results: Bilingual children at risk for DLD were scored lower than their TD peers for both languages over time. The role of lexical knowledge in children’s word learning differed between the TD and DLD groups: Lexical knowledge in L1 was a predictor of L1 word learning in TD children, while lexical knowledge in L2 predicted L2 word learning in children at risk for DLD. In addition, significant cross-linguistic effects were found from L2 to L1 for both groups. Conclusions: This study underscores the complexity of novel word learning in bilingual children at risk for DLD. Clinically, these findings suggest the value of tracking learning trajectories in bilingual children across both languages. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180662851
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2024_AJSLP-23-00489
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 2746
    Subjects:
      – SubjectFull: Intellect
        Type: general
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Communicative competence
        Type: general
      – SubjectFull: Preschools
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: Language disorders
        Type: general
      – SubjectFull: Storytelling
        Type: general
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Child development deviations -- Risk factors
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Task performance
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Disease risk factors
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Word Learning in Bilingual Children at Risk for Developmental Language Disorder.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Pui Fong Kan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 10580360
          Numbering:
            – Type: volume
              Value: 33
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: American Journal of Speech-Language Pathology
              Type: main
ResultId 1