Spanish and English Morphosyntax Changes in Bilingual School-Age Children With and Without Developmental Language Disorder: A 1-Year Longitudinal Study.
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| Title: | Spanish and English Morphosyntax Changes in Bilingual School-Age Children With and Without Developmental Language Disorder: A 1-Year Longitudinal Study. |
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| Authors: | Hin Yan Lam, Joseph1 jhylam@uci.edu, Jiali Wang1, Danyang Wang1,2, Anaya, Jissel B.3, Bedore, Lisa M.4, Peña, Elizabeth D.1 |
| Source: | Journal of Speech, Language & Hearing Research. Apr2025, Vol. 68 Issue 4, p1866-1885. 20p. |
| Subject Terms: | *Comparative grammar, *Phonological awareness, *Multilingualism, *Longitudinal method, *Speech evaluation, *Language acquisition, Language disorders in children, Secondary analysis, Task performance, Descriptive statistics, Linguistics, Spanish language, Analysis of variance, English language, Data analysis software |
| Abstract: | Purpose: The current study examines bilingual children's development of Spanish and English morphosyntax structures over the period of 1 year. Identification of morphosyntax forms clustered by difficulty can elucidate their development and guide clinicians to select appropriate targets for intervention and monitoring. Specifically, we aim to evaluate how morphosyntax performance of bilingual children at the initial time point is related to their performance 1 year later and whether longitudinal development is different for children with developmental language disorder (DLD). Method: A total of 199 bilingual children (165 typically developing children and 34 children with DLD) between 7 and 10 years old completed a morphosyntax cloze task in both English and Spanish twice with 1 year apart. First, within-participant analysis of variance was used to identify morphosyntax clusters. We then used cross-lag analysis to study the relationship between morphosyntax clusters over time. Results: Morphosyntactic structures were clustered by difficulty in Spanish and English. There are three clusters of 1-3 morphosyntactic structures in Spanish and four clusters of 2-4 morphosyntactic structures in English. Cross-lag analysis demonstrated that for both languages, children's performance on simple items at Year 1 predicted performance on more difficult items 1 year later. Multigroup analysis indicated that most associations between morphosyntax clusters across time were not different for children with and without DLD. Conclusions: Findings on the difficulty levels of different morphosyntactic structures in Spanish--English bilingual children may provide implications for target selection when treating morphosyntax in this population. The study provides important insights into morphosyntactic change in bilingual school-age children in the United States, which are important to consider in bilingual language assessment and intervention. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Speech, Language & Hearing Research 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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184380018 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Spanish and English Morphosyntax Changes in Bilingual School-Age Children With and Without Developmental Language Disorder: A 1-Year Longitudinal Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hin+Yan+Lam%2C+Joseph%22">Hin Yan Lam, Joseph</searchLink><relatesTo>1</relatesTo><i> jhylam@uci.edu</i><br /><searchLink fieldCode="AR" term="%22Jiali+Wang%22">Jiali Wang</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Danyang+Wang%22">Danyang Wang</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22Anaya%2C+Jissel+B%2E%22">Anaya, Jissel B.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Bedore%2C+Lisa+M%2E%22">Bedore, Lisa M.</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Peña%2C+Elizabeth+D%2E%22">Peña, Elizabeth D.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Apr2025, Vol. 68 Issue 4, p1866-1885. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Comparative+grammar%22">Comparative grammar</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+evaluation%22">Speech evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Language+disorders+in+children%22">Language disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+analysis%22">Secondary analysis</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="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The current study examines bilingual children's development of Spanish and English morphosyntax structures over the period of 1 year. Identification of morphosyntax forms clustered by difficulty can elucidate their development and guide clinicians to select appropriate targets for intervention and monitoring. Specifically, we aim to evaluate how morphosyntax performance of bilingual children at the initial time point is related to their performance 1 year later and whether longitudinal development is different for children with developmental language disorder (DLD). Method: A total of 199 bilingual children (165 typically developing children and 34 children with DLD) between 7 and 10 years old completed a morphosyntax cloze task in both English and Spanish twice with 1 year apart. First, within-participant analysis of variance was used to identify morphosyntax clusters. We then used cross-lag analysis to study the relationship between morphosyntax clusters over time. Results: Morphosyntactic structures were clustered by difficulty in Spanish and English. There are three clusters of 1-3 morphosyntactic structures in Spanish and four clusters of 2-4 morphosyntactic structures in English. Cross-lag analysis demonstrated that for both languages, children's performance on simple items at Year 1 predicted performance on more difficult items 1 year later. Multigroup analysis indicated that most associations between morphosyntax clusters across time were not different for children with and without DLD. Conclusions: Findings on the difficulty levels of different morphosyntactic structures in Spanish--English bilingual children may provide implications for target selection when treating morphosyntax in this population. The study provides important insights into morphosyntactic change in bilingual school-age children in the United States, which are important to consider in bilingual language assessment and intervention. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Speech, Language & Hearing Research 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2024_JSLHR-24-00171 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1866 Subjects: – SubjectFull: Comparative grammar Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: Longitudinal method Type: general – SubjectFull: Speech evaluation Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Language disorders in children Type: general – SubjectFull: Secondary analysis Type: general – SubjectFull: Task performance Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Linguistics Type: general – SubjectFull: Spanish language Type: general – SubjectFull: Analysis of variance Type: general – SubjectFull: English language Type: general – SubjectFull: Data analysis software Type: general Titles: – TitleFull: Spanish and English Morphosyntax Changes in Bilingual School-Age Children With and Without Developmental Language Disorder: A 1-Year Longitudinal Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hin Yan Lam, Joseph – PersonEntity: Name: NameFull: Jiali Wang – PersonEntity: Name: NameFull: Danyang Wang – PersonEntity: Name: NameFull: Anaya, Jissel B. – PersonEntity: Name: NameFull: Bedore, Lisa M. – PersonEntity: Name: NameFull: Peña, Elizabeth D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10924388 Numbering: – Type: volume Value: 68 – Type: issue Value: 4 Titles: – TitleFull: Journal of Speech, Language & Hearing Research Type: main |
| ResultId | 1 |
