Research Topics
| Kathryn J KohnertSummaryAffiliation: University of Minnesota Country: USA Publications
Research Grants
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Detail Information
Publications
Bilingual children with primary language impairment: issues, evidence and implications for clinical actionsKathryn Kohnert
Speech Language Hearing Sciences, University of Minnesota, 115 Shevlin Hall, 164 Pillsbury Dr S E, Minneapolis, MN 55455, USA
J Commun Disord 43:456-73. 2010....- Bilingual children and communication disorders: a 30-year research retrospectiveKathryn Kohnert
Speech Language Hearing Sciences, University of Minnesota, Minneapolis, Minnesota 55455, USA
Semin Speech Lang 30:219-33. 2009..Spanish and English were the most frequent combination of languages for bilingual participants. Collective study findings are presented with respect to trends, clinical implications, and areas for future research... - Balancing bilinguals II: lexical comprehension and cognitive processing in children learning Spanish and EnglishKathryn J Kohnert
University of Minnesota, Minneapolis 55455, USA
J Speech Lang Hear Res 45:347-59. 2002..The production study showed differences between mixed and single-language processing (reflecting potential interlanguage interference) that are not evident in comprehension... - Primary or "specific" language impairment and children learning a second languageKathryn Kohnert
Department of Speech Language Hearing Sciences, 115 Shevlin Hall, 164 Pillsbury Dr S E, University of Minnesota, Minneapolis, MN 55455, USA
Brain Lang 109:101-11. 2009..We then introduce our research program, designed to map out common ground and potential fault lines between typically developing children learning one or two languages, as compared to children with PLI... - Young L2 learners' performance on a novel morpheme taskKathryn Kohnert
University of Minnesota, MN 55455, USA
Clin Linguist Phon 21:557-69. 2007..These findings suggest that even for typically developing children, specific language proficiency as well as individual differences are closely linked to performance on this novel morpheme learning task... - Cross-language generalization following treatment in bilingual speakers with aphasia: a reviewKathryn Kohnert
Speech Language Hearing Sciences, University of Minnesota, Minneapolis, Minnesota 55455, USA
Semin Speech Lang 30:174-86. 2009..Collective findings are discussed within the broader literature in terms of factors to consider when planning for effective, efficient intervention with bilinguals with aphasia... - Intervention with linguistically diverse preschool children: a focus on developing home language(s)Kathryn Kohnert
Department of Speech Language Hearing Sciences, University of Minnesota, Minneapolis 55455, USA
Lang Speech Hear Serv Sch 36:251-63. 2005..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... - Speech, language, and hearing in developing bilingual children: from practice to researchKathryn Kohnert
Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis 55455, USA
Lang Speech Hear Serv Sch 36:169-71. 2005 - Cognitive and cognate-based treatments for bilingual aphasia: a case studyKathryn Kohnert
Department of Speech Language Hearing Sciences, 115 Shevlin Hall, 164 Pillsbury Dr, S E, University of Minnesota, Minneapolis, MN 55455, USA
Brain Lang 91:294-302. 2004..Treatment 2 resulted in improved naming for non-cognates as well as cognates within each language. However, the generalization of gains from Spanish to English was apparent only for cognate stimuli... - The search for common ground: Part II. Nonlinguistic performance by linguistically diverse learnersKathryn Kohnert
Department of Speech Language Hearing Sciences, University of Minnesota, Minneapolis, MN 55455, USA
J Speech Lang Hear Res 47:891-903. 2004..Development, indexed here by chronological age, played a significant role in predicting response latencies for children in all 3 groups... - Lexical and grammatical associations in sequential bilingual preschoolersKathryn Kohnert
Department of Speech Language Hearing Science, University of Minnesota, Minneapolis, MN 55455, USA
J Speech Lang Hear Res 53:684-98. 2010..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... - Breadth and depth of diversity in Minnesota: challenges to clinical competencyKathryn Kohnert
115 Shevlin Hall, 164 Pillsbury Dr, SE, University of Minnesota, Minneapolis, MN 55455, USA
Am J Speech Lang Pathol 12:259-72. 2003..Survey results are discussed with respect to challenges inherent in providing services to a diverse caseload, together with the competencies needed in order to meet these professional challenges... - Picture naming in early sequential bilinguals: a 1-year follow-upKathryn Kohnert
University of Minnesota, Minneapolis, USA
J Speech Lang Hear Res 45:759-71. 2002..In addition, examination of individual performance revealed a complex non-monotonic pattern of L1-L2 change across time within an overall pattern of increasing speed, accuracy, and control of the dual-lexical system... - Preschoolers learning Hmong and English: lexical-semantic skills in L1 and L2Pui Fong Kan
University of Minnesota, Minneapolis 55455, USA
J Speech Lang Hear Res 48:372-83. 2005..The difference between expressive and receptive performance was also much greater in Hmong than English. Composite scores were always greater than single language scores and the proportion of translation equivalents increased with age... - Common factors in speech-language treatment: an exploratory study of effective cliniciansKerry Danahy Ebert
Department of Speech Language Hearing Sciences, University of Minnesota, 115 Shevlin Hall, 165 Pillsbury Dr S E, Minneapolis, MN 55455, United States
J Commun Disord 43:133-47. 2010.... - Fast mapping by bilingual preschool childrenPui Fong Kan
University of Minnesota, MN, USA
J Child Lang 35:495-514. 2008..There were, however, significant positive and negative cross-language correlations between L1 fast mapping and L2 vocabulary... - Corpora of Vietnamese texts: lexical effects of intended audience and publication placeGiang Pham
Department of Speech Language Hearing Sciences, University of Minnesota, Minneapolis, Minnesota 55455, USA
Behav Res Methods 40:154-63. 2008..Within child- and adult-directed texts, lexical characteristics did not differ on the basis of place of publication. Implications of these findings for future research are discussed... - Counting span and the identification of primary language impairmentKerry Danahy
Department of Speech Language Hearing Sciences, University of Minnesota, Minneapolis, MN 55455, USA
Int J Lang Commun Disord 42:349-65. 2007.... - Cross-language nonword repetition by bilingual and monolingual childrenJennifer Windsor
University of Minnesota, Minneapolis, USA
Am J Speech Lang Pathol 19:298-310. 2010..This study examined the utility of English and Spanish nonword repetition (NWR) to identify children known to have LI... - Classroom noise and children learning through a second language: double jeopardy?Peggy Nelson
University of Minnesota, Minneapolis 55455, USA
Lang Speech Hear Serv Sch 36:219-29. 2005.... - The search for common ground: Part I. Lexical performance by linguistically diverse learnersJennifer Windsor
Department of Speech Language Hearing Sciences, University of Minnesota, Minneapolis, MN 55455, USA
J Speech Lang Hear Res 47:877-90. 2004..Results are discussed in terms of quantitative differences separating EO children from the other 2 groups and qualitative similarities linking monolingual children with and without LI... - Synthesized speech intelligibility among native speakers and non-native speakers of EnglishDiane Mayasari Alamsaputra
University of Minnesota, Minneapolis, MN 55455, USA
Augment Altern Commun 22:258-68. 2006..Specifically, a large portion of the variance in performance on the synthesized speech task was predicted by participants' receptive vocabulary scores... - Synthesized speech intelligibility in sentences: a comparison of monolingual English-speaking and bilingual childrenEllen Axmear
University of Minnesota, Minneapolis 55455, USA
Lang Speech Hear Serv Sch 36:244-50. 2005..Clinical Implications: For bilingual children, even higher quality synthesized speech may present a greater challenge than it does for monolingual English-speaking children. Possible strategies to enhance intelligibility are discussed...
Research Grants
- Cognitive-linguistic processing in L1 and L2Kathryn Kohnert; Fiscal Year: 2004..This explicit theoretical processing model of language learning by L2 learners with and without LI is needed in order to develop clinical measures which can be used to identify LI in the highly variable population of L2 learners. ..