Rufan Luo
Datos Biográficos
| ID | 5972167 |
|---|---|
| NOMBRE | Rufan Luo |
| NOMBRES | Rufan |
| APELLIDO | Luo |
| FIRMA | LUO R |
| AFILIACIONES | Rutgers, the State University of New Jersey |
| ORCID | 0000-0002-3518-9953 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 101 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 4 |
Cognitive demand in parent–child shared book reading and home language development among dual language learners in low-income immigrant families
Aims and objectives: The existing literature indicates that shared book reading is associated with benefits in children’s home language development. Parents play a significant role in shaping children’s language outcomes. The purpose of this study was to investigate the relations among the quality of parents’ shared book reading, children’s language output, receptive vocabulary, and expressive vocabulary outcomes in the home language of dual lang…
Language, literacy, and media experiences at home and Chinese dual language development
Cognitive Distancing Language in Parent-Child Book Sharing Among Low-Income Mexican American and Chinese American Families
Research Findings: In the context of parent-child book sharing, cultural influences on cognitive distancing language and its associations with child executive function (EF) have been understudied. This study examined cultural group similarities/differences in parent and child book-sharing distancing language among preschool-aged dual language learners from low-income Mexican American (MA) and Chinese American (CA) families. We further tested conc…
Comprehension skills of Chinese-English dual language learners
Chinese-English dual language learners (Chinese DLLs) are a growing population in the US. Existing studies of preschool-aged Chinese DLLs mostly focused on single-word vocabulary and rarely explored other skills important for school readiness. In the current study, we examined Chinese DLLs’ development of receptive vocabulary and comprehension of semantic concepts (i.e. spatial and quantification expressions) in both English and Chinese (Mandarin…
The Influence of Exemplar Variability on Young Children’s Construal of Verb Meaning
Verbs serve as the architectural centerpiece of sentences, making verb learning pivotal for language acquisition. Verb learning requires both the formation of a verb-action mapping and the abstraction of relations between an object and its action. Two competing positions have been proposed to explain the process of verb learning: (a) seeing a highly variable range of exemplars allows children to detect and abstract the commonalities across action…
Dual Language Development of Chinese 3- and 4-Year-Olds
Research findings: This study examined the dual language development and experience of the understudied Chinese dual language learners (DLLs). Twice in the preschool/pre-k year (about 4 months apart), we assessed 39 Chinese 3- and 4-year-old DLLs’ receptive vocabularies in English and Chinese, interviewed 37 parents about the language use and richness of each language in the family context, and video-recorded activities in 10 classrooms to analyz…
Beyond Translation
Spanish-speaking families in the United States must often overcome multiple challenges to support their young children’s early language development (e.g., language and cultural barriers, financial stress, limited learning resources, etc.). These challenges highlight the need for early language interventions tailored to the needs of Spanish-speaking families and developed in collaboration with them. For diverse populations, early language interven…
Within and Across Language Predictors of Word Learning Processes in Dual Language Learners
This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchica…
Maternal question use and child language outcomes
Heterogeneity in the trajectories of US Latine mothers’ dual-language input from infancy to preschool
We longitudinally examined the trajectories of Latine mothers’ ( N = 116) language input to their children during book-sharing interactions at four points in development, when children were between ages 2 and 5 years. Mother–child dyads were video-recorded sharing a wordless picture book, and transcriptions of mothers’ and children’s language yielded word types in Spanish and English at each assessment wave. Three distinct trajectories of change …
Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners
Children's Literacy Experiences in Low‐Income Families
The authors examined children's access to books in 153 four‐year‐olds from low‐income, U.S. ethnic‐minority families. Mothers reported on the number of books available to their children and the variety of books their children had, such as concept books about letters, numbers, and shapes and narrative books about cultural beliefs and relationships. Mothers also reported on the frequency of mother–child book‐sharing interactions. The authors coded …
Early home learning environment predicts children’s 5th grade academic skills
We examined whether the early learning environment predicts children’s 5th grade skills in 2,204 families from ethnically diverse, low-income backgrounds; tested the mediating roles of children’s pre-kindergarten school-related skills and later learning environment; and asked whether lagged associations generalize across White, Black, Hispanic English-speaking, and Hispanic Spanish-speaking samples. Children’s early learning environment comprised…
Community-Based, Caregiver-Implemented Early Language Intervention in High-Risk Families
The CBPR model enhances early language intervention research by facilitating understanding of families in underserved communities and increasing the cultural relevancy of intervention materials
Evaluating socioeconomic gaps in preschoolers’ vocabulary, syntax and language process skills with the Quick Interactive Language Screener (Quils)
Power in methods
Methods can powerfully affect conclusions about infant experiences and learning. Data from naturalistic observations may paint a very different picture of learning and development from those based on structured tasks, as illustrated in studies of infant walking, object permanence, intention understanding, and so forth. Using language as a model system, we compared the speech of 40 mothers to their 13‐month‐old infants during structured play and n…
Mothers' Verbal and Nonverbal Strategies in Relation to Infants' Object‐Directed Actions in Real Time and Across the First Three Years in Ethnically Diverse Families
We examined maternal behavioral strategies in relation to infants' object‐directed actions in real time and over developmental time in 206 mother–infant dyads from African American, Dominican immigrant, and Mexican immigrant backgrounds. Mothers were asked to share a set of beads and strings with their infants when children were 14, 24, and 36 months. We coded three types of maternal strategies—eliciting attention, instructive assistance, and enc…
Identifying Pathways Between Socioeconomic Status and Language Development
Children from low-income backgrounds consistently perform below their more advantaged peers on standardized measures of language ability, setting long-term trajectories that translate into gaps in academic achievement. Our primary goals in this review are to describe how and why this is so, in order to focus attention on ways to enrich early language experiences across socioeconomic strata. We first review the literature on the relation between s…
Reciprocity between maternal questions and child contributions during book-sharing
Chinese parents’ goals and practices in early childhood
Chinese parents’ goals and practices in early childhood
Identifying Pathways Between Socioeconomic Status and Language Development
Children from low-income backgrounds consistently perform below their more advantaged peers on standardized measures of language ability, setting long-term trajectories that translate into gaps in academic achievement. Our primary goals in this review are to describe how and why this is so, in order to focus attention on ways to enrich early language experiences across socioeconomic strata. We first review the literature on the relation between s…
Evaluating socioeconomic gaps in preschoolers’ vocabulary, syntax and language process skills with the Quick Interactive Language Screener (Quils)
Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners
Reciprocity between maternal questions and child contributions during book-sharing
Children's Literacy Experiences in Low‐Income Families
The authors examined children's access to books in 153 four‐year‐olds from low‐income, U.S. ethnic‐minority families. Mothers reported on the number of books available to their children and the variety of books their children had, such as concept books about letters, numbers, and shapes and narrative books about cultural beliefs and relationships. Mothers also reported on the frequency of mother–child book‐sharing interactions. The authors coded …
Chinese parents’ goals and practices in early childhood
Mothers' Verbal and Nonverbal Strategies in Relation to Infants' Object‐Directed Actions in Real Time and Across the First Three Years in Ethnically Diverse Families
We examined maternal behavioral strategies in relation to infants' object‐directed actions in real time and over developmental time in 206 mother–infant dyads from African American, Dominican immigrant, and Mexican immigrant backgrounds. Mothers were asked to share a set of beads and strings with their infants when children were 14, 24, and 36 months. We coded three types of maternal strategies—eliciting attention, instructive assistance, and enc…
Identifying Pathways Between Socioeconomic Status and Language Development
Children from low-income backgrounds consistently perform below their more advantaged peers on standardized measures of language ability, setting long-term trajectories that translate into gaps in academic achievement. Our primary goals in this review are to describe how and why this is so, in order to focus attention on ways to enrich early language experiences across socioeconomic strata. We first review the literature on the relation between s…
Reciprocity between maternal questions and child contributions during book-sharing
Power in methods
Methods can powerfully affect conclusions about infant experiences and learning. Data from naturalistic observations may paint a very different picture of learning and development from those based on structured tasks, as illustrated in studies of infant walking, object permanence, intention understanding, and so forth. Using language as a model system, we compared the speech of 40 mothers to their 13‐month‐old infants during structured play and n…
Evaluating socioeconomic gaps in preschoolers’ vocabulary, syntax and language process skills with the Quick Interactive Language Screener (Quils)
Early home learning environment predicts children’s 5th grade academic skills
We examined whether the early learning environment predicts children’s 5th grade skills in 2,204 families from ethnically diverse, low-income backgrounds; tested the mediating roles of children’s pre-kindergarten school-related skills and later learning environment; and asked whether lagged associations generalize across White, Black, Hispanic English-speaking, and Hispanic Spanish-speaking samples. Children’s early learning environment comprised…
Community-Based, Caregiver-Implemented Early Language Intervention in High-Risk Families
The CBPR model enhances early language intervention research by facilitating understanding of families in underserved communities and increasing the cultural relevancy of intervention materials
Heterogeneity in the trajectories of US Latine mothers’ dual-language input from infancy to preschool
We longitudinally examined the trajectories of Latine mothers’ ( N = 116) language input to their children during book-sharing interactions at four points in development, when children were between ages 2 and 5 years. Mother–child dyads were video-recorded sharing a wordless picture book, and transcriptions of mothers’ and children’s language yielded word types in Spanish and English at each assessment wave. Three distinct trajectories of change …
Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners
Children's Literacy Experiences in Low‐Income Families
The authors examined children's access to books in 153 four‐year‐olds from low‐income, U.S. ethnic‐minority families. Mothers reported on the number of books available to their children and the variety of books their children had, such as concept books about letters, numbers, and shapes and narrative books about cultural beliefs and relationships. Mothers also reported on the frequency of mother–child book‐sharing interactions. The authors coded …
Beyond Translation
Spanish-speaking families in the United States must often overcome multiple challenges to support their young children’s early language development (e.g., language and cultural barriers, financial stress, limited learning resources, etc.). These challenges highlight the need for early language interventions tailored to the needs of Spanish-speaking families and developed in collaboration with them. For diverse populations, early language interven…
Within and Across Language Predictors of Word Learning Processes in Dual Language Learners
This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchica…
Maternal question use and child language outcomes
Dual Language Development of Chinese 3- and 4-Year-Olds
Research findings: This study examined the dual language development and experience of the understudied Chinese dual language learners (DLLs). Twice in the preschool/pre-k year (about 4 months apart), we assessed 39 Chinese 3- and 4-year-old DLLs’ receptive vocabularies in English and Chinese, interviewed 37 parents about the language use and richness of each language in the family context, and video-recorded activities in 10 classrooms to analyz…
The Influence of Exemplar Variability on Young Children’s Construal of Verb Meaning
Verbs serve as the architectural centerpiece of sentences, making verb learning pivotal for language acquisition. Verb learning requires both the formation of a verb-action mapping and the abstraction of relations between an object and its action. Two competing positions have been proposed to explain the process of verb learning: (a) seeing a highly variable range of exemplars allows children to detect and abstract the commonalities across action…
Cognitive Distancing Language in Parent-Child Book Sharing Among Low-Income Mexican American and Chinese American Families
Research Findings: In the context of parent-child book sharing, cultural influences on cognitive distancing language and its associations with child executive function (EF) have been understudied. This study examined cultural group similarities/differences in parent and child book-sharing distancing language among preschool-aged dual language learners from low-income Mexican American (MA) and Chinese American (CA) families. We further tested conc…
Comprehension skills of Chinese-English dual language learners
Chinese-English dual language learners (Chinese DLLs) are a growing population in the US. Existing studies of preschool-aged Chinese DLLs mostly focused on single-word vocabulary and rarely explored other skills important for school readiness. In the current study, we examined Chinese DLLs’ development of receptive vocabulary and comprehension of semantic concepts (i.e. spatial and quantification expressions) in both English and Chinese (Mandarin…
Cognitive demand in parent–child shared book reading and home language development among dual language learners in low-income immigrant families
Aims and objectives: The existing literature indicates that shared book reading is associated with benefits in children’s home language development. Parents play a significant role in shaping children’s language outcomes. The purpose of this study was to investigate the relations among the quality of parents’ shared book reading, children’s language output, receptive vocabulary, and expressive vocabulary outcomes in the home language of dual lang…
Language, literacy, and media experiences at home and Chinese dual language development
Psychology (20 obras) · Developmental psychology (16 obras) · Language Development and Disorders (13 obras) · Reading and Literacy Development (13 obras) · Linguistics (12 obras) · Mathematics education (12 obras) · Language development (10 obras) · Early Childhood Education and Development (8 obras) · Language acquisition (8 obras) · Dual language (7 obras)