Ling-Yu Guo (郭令育)

PhD

Ling-Yu Guo.

Ling-Yu Guo (郭令育)

PhD

Ling-Yu Guo (郭令育)

PhD

Contact Information

118 Cary Hall

Phone: (716) 829-5567

lingyugu@buffalo.edu

Current Work

Dr. Guo's research interests include the following areas.

1. Grammatical development in typical and atypical populations (children with specific language impairment, children with cochlear implants)

2. The role of input frequency in language acquisition and processing

3. Language learning mechanisms, such as phonological working memory, executive functions, statistical learning, and analogical reasoning skills

4. Development of conversational and narrative discourse skills in children

5. Psychometric properties of language sample measures (e.g., percent grammatical utterances, finite verby morphology composite, clausal density)

Biography

Dr. Guo is originally from Taiwan and received his PhD from the University of Iowa. Before coming to Buffalo, he completed his postdoctoral work at Montclair State University. Dr. Guo’s primary research interests are the role of input structures in child language development and the diagnostic accuracy of syntactic measures in language samples.  Outside of the academic world, Dr. Guo stays active by running, swimming and trying to master the culinary arts.

Education / Training

PhD, Speech and Hearing Science, The University of Iowa, 2009

MA, Linguistics, National Chengchi University, Taiwan, 1999

BA, English (Minor: Education), National Chengchi University, Taiwan, 1996

Certification

Certificate of Speech-Language Pathology, Department of Health, Taiwan, 2011-present

Research and Creative Activities

Grants

Guo, L., Chen, S., & Chan, Y. (2020). Percent grammatical utterances in Mandarin-English bilingual children: Initial reference data and psychometric properties. Grant Program for Projects on Multicultural Activities, American Speech-Language-Hearing Association, $14984.24, P.I.

Guo, L. (2012). Acquisition of tense markers in children with cochlear implants: The role of speech perception and working memory. 2012 New Century Scholar Research Grant, American Speech Language and Hearing Foundation, $10,000, P.I.

Guo, L. (2011). Perception of grammatical morphemes in children with cochlear implants. 2011-2012 Advancing Academic-Research Career (AARC) Award, American Speech Language and Hearing Association, $5,000, P.I.

Guo, L. (2010). Acquisition of copula and auxiliary BE in children with specific language impairment. Language Learning Research Grant. Language Learning: A Journal of Research in Language Studies, Blackwell Publishing, $10,000, P.I.

Guo, L. (2007). Acquisition of copula and auxiliary BE in English-speaking children. Language Learning Dissertation Grant. Language Learning: A Journal of Research in Language Studies, Blackwell Publishing, $1500, P.I.

Guo, L. (2006). Acquisition of copula and auxiliary BE in English-speaking children. The 2006 Student Research Grant in Early Childhood Language. American Speech-Language- Hearing Foundation (ASHF), $2,000, P.I.

Yiu, C., Lin, Y., & Guo, L. (2002). Lexical tones in Mandarin alaryngeal speech: An acoustic and perceptual study. Chi Mei Medical Center Research Grant, $8,000, Co-P.I.

Publications

  1. Guo, L., Schneider, P., & Harrison, W. (in press). Clausal density between age four and age nine for the Edmonton Narrative Norms Instrument: Reference data and psychometric properties. Language, Speech, and Hearing Services in Schools.
  2. Feenaughty, L., Guo, L., Weinstock-Guttman, B., Ray, M., Benedict, R., & Tjaden, K. (accepted). Impact of cognitive function and dysarthria on spoken language in multiple sclerosis. Journal of the International Neuropsychological Society.
  3. Guo, L., Eisenberg, S., Schneider, P., & Spencer, L. (2020). Finite verb morphology composite between age four and age nine for the Edmonton Narrative Norms Instrument: Reference data and psychometric properties. Language, Speech, and Hearing Services in Schools, 51, 128-143. [PDF]
  4. Guo, L., Eisenberg, S., Schneider, P., & Spencer, L. (2019). Percent grammatical utterances between age four and age nine for the Edmonton Narrative Norms Instrument: Reference data and psychometric properties. American Journal of Speech-Language Pathology, 28, 1448-1462. [PDF]
  5. Guo, L., Eisenberg, S., Bernstein Ratner, N., & MacWhinney, B. (2018). Is putting SUGAR (Sampling Utterances for Grammatical Analysis Revisited) into language sample analysis a good idea? A response to Pavelko and Owens (2017). Language, Speech, and Hearing Services in Schools, 49(3), 622-627. [PDF]
  6. Eisenberg, S., Guo, L., & Mucchetti, E. (2018). Eliciting the language sample for Developmental Sentence Scoring: A comparison of play with toys and elicited picture description. American Journal of Speech-Language Pathology, 27, 633-646. [PDF]
  7. Eisenberg, S., & Guo, L. (2018). Percent grammatical responses as a general outcome measure: Initial validity. Language, Speech, and Hearing Services in Schools, 49,  98-107. [PDF]
  8. Guo, L., & Spencer, L. (2017). Development of grammatical accuracy in English-speaking children with cochlear implants: A longitudinal study. Journal of Speech, Language, and Hearing Research, 60(4), 1062-1075. [PDF]
  9. Guo, L., & Schneider, P. (2016). Differentiating school-aged children with and without language impairment using tense and grammaticality measures from a narrative task. Journal of Speech, Language, and Hearing Research, 59(2), 317-329. [PDF]
  10. Eisenberg, S., & Guo, L. (2016). Using language sample analysis in clinical practice: Measures of grammatical accuracy for identifying language impairment in preschool and school-age children. Seminars in Speech and Language, 37(2), 106-116. [PDF]
  11. Guo, L., McGregor, K., & Spencer, L. (2015). Are young children with cochlear implants sensitive to the statistics of words in the ambient spoken language? Journal of Speech, Language, and Hearing Research, 58, 987-1000. [PDF]
  12. Guo, L., & Eisenberg, S. (2015). Sample length affects the reliability of language sample measures in three-year-olds: Evidence from parent-elicited conversational samples. Language, Speech, and Hearing Services in Schools, 46, 141-153. [PDF]
  13. Eisenberg, S., & Guo, L. (2015). Sample size for measuring grammaticality in preschool children from picture-elicited language samples. Language, Speech, and Hearing Services in Schools, 46, 81-93. [PDF]
  14. Guo, L., & Eisenberg, S. (2014). The diagnostic accuracy of two tense measures for identifying three-year-olds with language impairment. American Journal of Speech-Language Pathology, 23, 203-212. [PDF]
  15. Guo, L., Spencer, L., & Tomblin, J. B. (2013). Acquisition of tense marking in English-speaking children with cochlear implants: A longitudinal study. Journal of Deaf Studies and Deaf Education, 18(2), 187-205. [PDF]
  16. Spencer, L., & Guo, L.. (2013). Consonant development in pediatric cochlear implant users who were implanted before 30 months of age. Journal of Deaf Studies and Deaf Education, 18(1), 93-109. [PDF]
  17. Eisenberg, S., & Guo, L. (2013). Differentiating children with and without language impairment based on grammaticality. Language, Speech, and Hearing Services in Schools, 44, 20-31.[PDF]
  18. Eisenberg, S., Guo, L., & Germezi, M. (2012). How grammatical are three-year-olds? Language, Speech, and Hearing Services in Schools, 43, 36-52. [PDF]
  19. Guo, L., Owen, A., & Tomblin, J. B. (2011). The role of developmental level in examining the effect of subject types on the production of auxiliary ‘is’ in young English-speaking children. Journal of Speech, Language, and Hearing Research, 54, 1658-1666. [PDF]
  20. Guo, L., Owen, A., & Tomblin, J. B. (2010). Effect of subject types on the production of auxiliary ‘is’ in young English-speaking children. Journal of Speech, Language, and Hearing Research, 53, 1720-1741. [PDF]
  21. McGregor, K., Rost, G., Guo, L., & Sheng, L. (2010). What compound words mean to children with SLI. Applied Psycholinguistics, 31, 463-487. [PDF]
  22. Guo, L., Tomblin, J. B., & Samelson, V. (2008). Speech disruptions in the narratives of English-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 51, 722-738. [PDF]
  23. Guo, L., Yiu, C., Lin, Y., Hsu, C., & Huang, H. (2005). Stop consonants in Mandarin alaryngeal speech: An acoustic and perceptual study. Journal of the Speech-Language-Hearing Association of Republic of China, 18, 36-56. (In Mandarin)
  24. Guo, L., Lin, Y., & Chiu, M. (2003). An acoustic and perceptual analysis to the effect of botulinum toxin on Taiwanese adductor spasmodic dysphonia: A case report. Journal of the Speech-Language-Hearing Association of Republic of China, 17, 47-62. (In Mandarin)
  25. Huang, H., Wang, C., & Guo, L. (2003). Fundamental frequency, intensity, and stability of Mandarin vowels /i/, /a/, and /u/: An acoustic study. Journal of the Speech- Language-Hearing Association of Republic of China, 17, 31-44. (In Mandarin)
  26. Guo, L., Chiu, M., Chang, C., Lee, S., & Hong, G. (2000). Consonant duration in Taiwanese flaccid and spastic dysarthria and its clinical significance. Journal of the Speech-Language-Hearing Association of Republic of China, 15, 11-23. (In Mandarin)