Exploring the influence of the home literacy environment on early literacy and vocabulary skills in Korean-English bilingual children.

Studies have emphasized the significance of maintaining a heritage language for various reasons such as the establishment of linguistic and cultural identity, as well as socio-emotional development. Despite the crucial role that literacy development in a heritage language plays in language preservation, there is a scant research that explores the impact of home literacy environment and literacy development in children with a heritage language. This study aimed to examine the home literacy environment and literacy-related skills in 4-to 5-year-old Korean-English bilingual children living in an English-speaking country, Australia, whose heritage language is Korean, and to investigate the relationships among the home literacy environment factors and the child-internal literacy-related skills.

Children's communication repair strategies: Online versus face-to-face interaction.

Introduction: One's ability to repair communication breakdown is an important pragmatic language skill. The present study examined children's communication repair strategies between online and face-to-face interactions using a reading comprehension task designed to probe for persistent clarification requests.

Methods: 4-6-year-old typically developing children (Age: M = 5.

Relative Clause Sentence Processing in Korean-Speaking School-Aged Children With and Without Specific Language Impairment.

Purpose The goal of this study was to examine online and off-line sentence processing using Korean language relative clause sentences between children with specific language impairment (SLI) and children with typical development (TD). Method Twenty-four children with TD and 19 children with SLI participated in this study. Children completed online and off-line sentence-processing tasks using relative clause sentences.

Common Versus Unique Findings on Processing-Based Task Performance in Korean Speaking Children With Cochlear Implants.

Hypothesis: To better understand individual variability by examining overall neurocognitive underlying features in children with cochlear implants (CIs), and to investigate whether previous findings hold constant in Asian-language users.

Background: Studies have tried to explain the individual variability in children with CIs. However, performance on experience-dependent tasks does not seem to be sensitive enough to explain the underlying reason why children have language difficulties even after the surgical procedure.

Non-word repetition performance in Korean-English bilingual children.

The goals of this research were (1) to compare bilingual and monolingual children on Korean non-word repetition performance, and (2) to examine the relations between non-word repetition and vocabulary skills in bilingual and monolingual children. Sixty children aged from 3-5 years participated in this study, including 30 Korean-English bilinguals and 30 Korean monolinguals. The Korean-English bilingual children were sequential bilinguals who spoke Korean at home and English at school.

Phonological processing skills and its relevance to receptive vocabulary development in children with early cochlear implantation.

Objectives: The purposes of this study were to investigate phonological processing skills for children with cochlear implants (CIs) in comparison with children with normal hearing (NH), and to assess whether phonological processing skills can explain variance in receptive vocabulary scores in children with CIs.

Methods: Twenty-five deaf children who received a CI before 2 years of age were included in this study, and they ranged from 4 years to 6 years 11 months. Twenty-five children with NH as a control group were matched to children with CIs on the basis of chronological age with 3 months.

Implicit statistical learning and language skills in bilingual children.

Purpose: Implicit statistical learning in 2 nonlinguistic domains (visual and auditory) was used to investigate (a) whether linguistic experience influences the underlying learning mechanism and (b) whether there are modality constraints in predicting implicit statistical learning with age and language skills.

Method: Implicit statistical learning was examined in visual and auditory domains. One hundred twelve English native speaking monolinguals and Spanish-English bilinguals age 5-13 years participated in the study.

Spanish and English language performance in bilingual children with cochlear implants.

Objectives: To document the factors that influence oral language performance in Spanish and English bilingual children with a cochlear implant.

Design: Using a repeated measures paradigm within a child, correlation and regression were used to analyze 4 factors that influence both Spanish and English receptive and expressive vocabulary, overall language skills, and articulation accuracy. The factors were age, duration of implantation, communication mode (total versus oral), and the amount of Spanish spoken at home.

Intervention with linguistically diverse preschool children: a focus on developing home language(s).

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, Vietnamese, or any language other than, or in addition to, English.

Method: A narrative review of the relevant literature addresses clinical questions including (a) Why support the home language when it is not the language used in school or the majority community? (b) Does continued support for the home language undermine attainment in a second language? (c) Should we support the home language when it includes the code switching or mixing of two traditionally separate languages? and (d) What are some strategies that can be used to support the home language when it is a language that the speech-language pathologist (SLP) does not speak?

Conclusion: SLPs should provide services to linguistically diverse preschool-age children with LI in a manner that effectively supports the development of the home language.