Kerry Danahy Ebert
Biographic Data
| ID | 4597424 |
|---|---|
| NAME | Kerry Danahy Ebert |
| GIVEN NAMES | Kerry Danahy |
| FAMILY NAME | Ebert |
| SIGNATURE | EBERT K D |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0002-7607-9742 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Considering bias in language assessment with bilingual children
Comparing the performance of bilinguals to monolinguals can introduce bias in language assessment. One potential impact is misidentification of developmental language disorder (DLD). Nonlinguistic cognitive processing tasks may reduce assessment bias because they measure underlying DLD weaknesses without relying on linguistic stimuli. This study examined the extent to which nonlinguistic cognitive processing tasks showed bias, compared to a tradi…
Bilingual narrative development
Aims and Objectives: Narrative samples provide an ecologically valid measurement of bilingual children's skills at the sentence (microstructure) and story levels (macrostructure). Cross-language transfer of narrative macrostructure would indicate that children can leverage their storytelling skills in one language to support storytelling in the other. A rigorous test of cross-language transfer needs to control for age and within-language microstr…
Does working memory independently influence language development in bilingual children? A 30-year reflection
In 1992, Harrington posited that working memory is a key constraint on the development of a second language in adults but noted that stronger evidence is needed to establish its independent influence on language. In this paper, I reflect on advances in the study of working memory in bilinguals over the intervening 30 years, focusing on bilingual children. I consider theoretical and methodological changes that avoid confounding language and workin…
Predictors of language proficiency in school-age Spanish–English bilingual children with and without developmental language disorder
Children with developmental language disorder (DLD) have impairments in their language-learning abilities that may influence interactions with environmental opportunities to learn two languages. This study explores relationships between proficiency in L1 and L2 and a set of environmental and personal variables within a group of school-age Spanish–English bilingual children with DLD and a group of typically-developing peers. Within each group, cur…
Language learning impairment in sequential bilingual children
We review and synthesize empirical evidence at the intersection of two populations: children with language learning impairment (LLI) and children from immigrant families who learn a single language from birth and a second language beginning in early childhood. LLI is a high incidence disorder that, in recent years, has been referred to by researchers and clinical educators as specific language impairment (SLI), primary language impairment (PLI), …
Language learning impairment in sequential bilingual children
We review and synthesize empirical evidence at the intersection of two populations: children with language learning impairment (LLI) and children from immigrant families who learn a single language from birth and a second language beginning in early childhood. LLI is a high incidence disorder that, in recent years, has been referred to by researchers and clinical educators as specific language impairment (SLI), primary language impairment (PLI), …
Language learning impairment in sequential bilingual children
We review and synthesize empirical evidence at the intersection of two populations: children with language learning impairment (LLI) and children from immigrant families who learn a single language from birth and a second language beginning in early childhood. LLI is a high incidence disorder that, in recent years, has been referred to by researchers and clinical educators as specific language impairment (SLI), primary language impairment (PLI), …
Predictors of language proficiency in school-age Spanish–English bilingual children with and without developmental language disorder
Children with developmental language disorder (DLD) have impairments in their language-learning abilities that may influence interactions with environmental opportunities to learn two languages. This study explores relationships between proficiency in L1 and L2 and a set of environmental and personal variables within a group of school-age Spanish–English bilingual children with DLD and a group of typically-developing peers. Within each group, cur…
Does working memory independently influence language development in bilingual children? A 30-year reflection
In 1992, Harrington posited that working memory is a key constraint on the development of a second language in adults but noted that stronger evidence is needed to establish its independent influence on language. In this paper, I reflect on advances in the study of working memory in bilinguals over the intervening 30 years, focusing on bilingual children. I consider theoretical and methodological changes that avoid confounding language and workin…
Considering bias in language assessment with bilingual children
Comparing the performance of bilinguals to monolinguals can introduce bias in language assessment. One potential impact is misidentification of developmental language disorder (DLD). Nonlinguistic cognitive processing tasks may reduce assessment bias because they measure underlying DLD weaknesses without relying on linguistic stimuli. This study examined the extent to which nonlinguistic cognitive processing tasks showed bias, compared to a tradi…
Bilingual narrative development
Aims and Objectives: Narrative samples provide an ecologically valid measurement of bilingual children's skills at the sentence (microstructure) and story levels (macrostructure). Cross-language transfer of narrative macrostructure would indicate that children can leverage their storytelling skills in one language to support storytelling in the other. A rigorous test of cross-language transfer needs to control for age and within-language microstr…
Language Development and Disorders (5 works) · Reading and Literacy Development (5 works) · Neurobiology of Language and Bilingualism (4 works) · Psychology (4 works) · Cognition (3 works) · Developmental psychology (3 works) · Linguistics (3 works) · Cognitive psychology (2 works) · Sentence (2 works) · Educational and Psychological Assessments (1 works)