Joseph Hin Yan Lam
@jhylam.bsky.social
Proud Hongkonger 🇭🇰| Speech Therapist| PhD candidate at
@UCIrvine @UCIeducation | Interested in #language and #literacy assessment for #bilinguals with #DLD #DevLangDis
@UCIrvine @UCIeducation | Interested in #language and #literacy assessment for #bilinguals with #DLD #DevLangDis
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.
3. Children’s background factors (age, maternal education and language exposure) were associated with profile characteristics.
June 24, 2025 at 4:28 PM
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.
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.
1. The optimal model identified five different profiles, illustrating the heterogeneity in bilingual development.
June 24, 2025 at 4:27 PM
🌟 Results:
1. The optimal model identified five different profiles, illustrating the heterogeneity in bilingual development.
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)
To examine the variability of language profiles in Spanish–English bilingual children with and without developmental language disorder (DLD)
June 24, 2025 at 4:26 PM
🎉 Aim:
To examine the variability of language profiles in Spanish–English bilingual children with and without developmental language disorder (DLD)
To examine the variability of language profiles in Spanish–English bilingual children with and without developmental language disorder (DLD)
⚡ 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
1️⃣ The effectiveness of including math vocabulary instruction
2️⃣ The use of a culturally relevant approach
3️⃣ The comparison of different reading strategies
June 4, 2025 at 6:18 PM
⚡ 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
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.
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.
June 4, 2025 at 6:18 PM
⚡ 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.
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.
This paper systematically reviews literature on reading-strategy-based interventions on math word problems in bilingual students with math difficulties.
June 4, 2025 at 6:18 PM
🌟 Aim:
This paper systematically reviews literature on reading-strategy-based interventions on math word problems in bilingual students with math difficulties.
This paper systematically reviews literature on reading-strategy-based interventions on math word problems in bilingual students with math difficulties.
- Multigroup analysis indicated that most associations between morphosyntax clusters across time were not different for children with and without DLD.
March 24, 2025 at 3:35 AM
- 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.
- 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.
March 24, 2025 at 3:35 AM
⚡ 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.
- 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.
- 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.
March 24, 2025 at 3:34 AM
⚡ 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.
- 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
March 24, 2025 at 3:34 AM
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
March 24, 2025 at 3:33 AM
With Jiali Wang, Danyang Wang, Jissel Anaya, Lisa Bedore and @habla-lab.bsky.social
- 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
- Language exposure predicted only Spanish narrative production but not English. #bilingual #OpenAccess #languagedevelopment
February 28, 2025 at 9:21 AM
- 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
- 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.
- 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.
February 28, 2025 at 9:20 AM
⚡ 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.
- 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.
February 28, 2025 at 9:20 AM
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.