Joseph Hin Yan Lam

We will share more about how to use this tool at the American Speech-Language-Hearing Association (ASHA) Convention 2025!

Bilingual Innovation in Language Diagnosis – New Approaches to Identifying Developmental Language Disorder
Location: CC/202A (Lvl 2)
Date: Saturday, Nov 22 11:00 AM

Take home message:
Language exposure at home and school had different contributions to bilingual home language development. This supports the importance of home and school Spanish language exposure in promoting heritage language development without compromising English.

Spanish and English Morphosyntax Changes in Bilingual School-Age Children With and Without Developmental Language Disorder: A 1-Year Longitudinal Study Purpose: The current study examines bilingual children's development of Spanish and English morphosyntax structures over the period of 1 year. Id...

Spanish and English Morphosyntax Changes in Bilingual School-Age Children With and Without Developmental Language Disorder: A 1-Year Longitudinal Study | Journal of Speech, Language, and Hearing Research pubs.asha.org/doi/10.1044/...

2. Children with DLD were observed across all profiles, but most were classified in the only two profiles where lower morphosyntax was observed across languages.
3. Children’s background factors (age, maternal education and language exposure) were associated with profile characteristics.

🌟 Results:
1. The optimal model identified five different profiles, illustrating the heterogeneity in bilingual development.

🎉 Aim:
To examine the variability of language profiles in Spanish–English bilingual children with and without developmental language disorder (DLD)

#openaccess #DLD
🎊 New Open Access Paper 🎊 Led by Dr. Danyang Wang
"Dual language profiles in Spanish–English bilingual children with and without developmental language disorder" at Bilingualism: Language and Cognition

Full text link: www.cambridge.org/core/journal...

⚡ What is missing in the literature?
1️⃣ The effectiveness of including math vocabulary instruction
2️⃣ The use of a culturally relevant approach
3️⃣ The comparison of different reading strategies

⚡ Results:
Bilingual students with math difficulties showed improvement in math word problems from reading strategy interventions and reading strategy interventions with math vocabulary instruction, content knowledge priming, and culturally relevant approaches.

🌟 Aim:
This paper systematically reviews literature on reading-strategy-based interventions on math word problems in bilingual students with math difficulties.

🌟 ⚡ New Paper Out! 🎊 🎉 With Mariana Gomez

"Effects of Reading Strategy Intervention on Math Word Problems in Bilingual School-Age Students With Math Difficulties" in EBP Briefs

🔗 Link here: www.pearsonassessments.com/content/dam/...

Functional Language Proficiency in Bilingual Children: A Conceptual Framework, Culturally Responsive Practice, and Measurement Approach Purpose: Functional language proficiency is presented as a conceptual framework that builds upon cultural–linguistic assets in bilingually develo...

#LSHSS study finds that the new Functional Language Proficiency (FLiP) task is an age-appropriate, asset-based, culturally relevant task for measuring functional language proficiency in most Spanish–English school-age bilinguals. @genesisarizmendi.bsky.social @sigperspectives.bsky.social #SLPeeps

Interested in the computational reproducibilty of research papers? @psychscience.bsky.social Psych Science is looking to extend their network of people providing checks of reviewed manuscrips: www.psychologicalscience.org/publications...

We used cross-lag analysis to examine the change of morphosyntax clusters (which is based on difficulty levels).

- Multigroup analysis indicated that most associations between morphosyntax clusters across time were not different for children with and without DLD.

⚡ Research highlights 🌟
- 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.

⚡ Research highlights 🌟
- Based on the difficulty, there are three clusters of 1–3 morphosyntactic structures in Spanish and four clusters of 2–4 morphosyntactic structures in English.

This paper examines 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

With Jiali Wang, Danyang Wang, Jissel Anaya, Lisa Bedore and @habla-lab.bsky.social

🎊 New paper! 🎊 Full-text available! 🎊
Spanish and English Morphosyntax Changes in Bilingual School-Age Children With and Without Developmental Language Disorder: A 1-Year Longitudinal Study

Link here: lnkd.in/gjMtc2x7
lnkd.in/g--TeB_t (Full-text)

- Cross-language transfer from L1 to L2 on the complexity of narrative was noted.
- Language exposure predicted only Spanish narrative production but not English. #bilingual #OpenAccess #languagedevelopment

⚡ Research highlights 🌟
- Spanish and English oral narrative in bilingual children can be represented by a stable, two-factor structure, namely productivity and complexity.
- Narrative production predicted semantics and morphosyntax performance in both languages one year later.

This paper(1) examines the stability of factor structure of narrative measurements and (2) investigates the relationship between language exposure, language-domain proficiency, and narrative in bilingual children from kindergarten to first grade.

🎊 New Open Access paper! 🎊
"Factor structure and longitudinal changes in bilinguals’ oral narratives production: role of language exposure, language-domain proficiency, and transfer"
@MollyLeachman @Cperezosa15 @prattas @HABLAlab
OA Link: doi.org/10.1017/S01427…

“They don't realise how hard he has to try every day”: The rewards and challenges of parenting a child with developmental language disorder Background An emerging body of literature explores the impact of living with developmental language disorder (DLD) on children, individuals and families. This work has identified a range of challeng...

Just out - Open Access #DevLangDis #DLD
Leitão, S., St Clair, M., Botting, N., Gibson, J. L., & Jackson, E. (2025). “They don't realise how hard he has to try every day”: The rewards and challenges of parenting a child with developmental language disorder. IJLCD . dx.doi.org/10.1111/1460...

Public notice:

If you want to read a research article, please don't pay for the paper on the publisher's website. All that money goes to the publisher, we don't get any of it. Instead, contact us. We'll be happy to send you the paper :-).

@academic-chatter.bsky.social #OpenScience

#metaanalysis #openaccess #writing

•Noun phrase complexity might be more valid than some traditional syntactic complexity measures.
•Findings have important implications for writing assessments.

A meta-analysis of relationships between syntactic features and writing performance and how the relationships vary by student characteristics and measurement features Students’ proficiency in constructing sentences impacts the writing process and writing products. Linguistic demands in writing differ in terms of bot…

⚡ Highlights 🌟
•Aimed to depict the relationships between syntactic features and writing performance.
•Found weak relationships between syntactic features and writing outcomes.
•Relationships vary as a function of student characteristics and measurement features.

👏🎉 New Publication led by Dr. Jiali Wang 🎊 🎉
Proud to be part of this team!
A meta-analysis of relationships between syntactic features and writing performance and how the relationships vary by student characteristics and measurement features
Open access link: www.sciencedirect.com/science/arti...