Pui Fong Kan

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PURPOSE The present study is a meta-analysis that examines the difference in novel word learning performance between children with primary language impairment (LI) and typically developing children. Participant and task characteristics were examined as variables that potentially moderated children's word learning. METHOD Eight hundred and forty-six(More)
Picture naming and picture identification tasks were used to investigate lexical-semantic skills in young children learning Hmong as a first language (L1) and English as a second language (L2). A total of 19 children, ages 3;4 (years;months)-5;2, participated in this study. Performance on lexical tasks was analyzed as a function of development (older and(More)
PURPOSE This article addresses a series of questions that are critical to planning and implementing effective intervention programs for young linguistically diverse learners with primary language impairment (LI). Linguistically diverse learners in the United States include children whose families speak languages such as Spanish, Korean, Cantonese, Hmong,(More)
Children's ability to learn and retain new words is fundamental to their vocabulary development. This study examined word retention in children learning a home language (L1) from birth and a second language (L2) in preschool settings. Participants were presented with sixteen novel words in L1 and in L2 and were tested for retention after either a 2-month or(More)
Learning a new word involves many subsystems and their interactions. The purpose of this study was to examine whether speech practice facilitates the subsequent fast mapping performance of bilingual preschool children. Participants were 18 typically developing preschoolers who learned Cantonese (L1) as a home language and English (L2) as a second language.(More)
Previous studies show that young monolingual children's ability to 'fast map' new word forms is closely associated with both their age and existing vocabulary knowledge. In this study we investigate potential relationships between age, fast mapping skills and existing vocabulary knowledge in both languages of developing bilingual preschool children.(More)
PURPOSE The authors investigated potential relationships between traditional linguistic domains (words, grammar) in the first (L1) and second (L2) languages of young sequential bilingual preschool children. METHOD Participants were 19 children, ages 2;11 (years;months) to 5;2 (M = 4;3) who began learning Hmong as the L1 from birth and English as the L2(More)
This study explored the impact of recent demographic changes on clinical service delivery in the state of Minnesota. A Web-based survey was used to ask speech-language pathologists in Minnesota about their training, clinical caseloads, and professional experiences with respect to diversity. Primary survey goals were to (a) determine if, and how, recent(More)
PURPOSE This study examines the effects of the levels of speech practice on fast mapping in monolingual and bilingual speakers. METHOD Participants were 30 English-speaking monolingual and 30 Spanish-English bilingual young adults. Each participant was randomly assigned to 1 of 3 practice conditions prior to the fast-mapping task: (a) intensive speech(More)
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