The role of phonological structure and experience in bilingual children's nonword repetition performance

Locus of nonword repetition impairments in Mandarin-speaking children with developmental language disorder

Current theories of nonword repetition (NWR) impairments for children with Developmental Language Disorder (DLD) are developed predominantly using data from Indo-European languages. Seldom have relevant theories been attested to the morph-syllabic language Mandarin Chinese. The present research aimed to explore the locus of NWR impairments for Mandarin children with DLD. 80 Mandarin-speaking children with typical development (TD) and 80 children with DLD were compared on nonword repetition accuracy and error types. It was a three-factor design with language groups (children with DLD vs. TD children) as the between-subjects factor, and components (onset, rhyme, and tone) and syllable numbers (one to four syllables) as the within-subjects factors. The analysis showed that both groups had less accuracy on the two phonological segments (onset and rhyme) relative to tone and showed more errors in multi-syllable nonwords. Children with DLD exhibited more noticeable errors in onsets and rhymes, although they did not display similar issues with tones compared to TD children. Repeated measures ANOVAs showed that children with DLD had pronounced errors in onsets, especially in repeating multi-syllable nonwords. Error type analysis revealed that children with DLD displayed more multiple than single errors in nonword repetition. The results support the "segment-to-frame association" theory, suggesting that Mandarin children with DLD are constrained in the concurrent mapping process between onsets, rhymes, and tones.

A Nonword Repetition Task Discriminates Typically Developing Italian-German Bilingual Children From Bilingual Children With Developmental Language Disorder: The Role of Language-Specific and Language-Non-specific Nonwords

In bi- and monolingual children, nonword repetition tasks (NWRTs) differentiate between typically developing (TD) and children with Developmental Language Disorder (DLD). Language specificity is a crucial factor in nonword construction especially for multilingual children. While language-specific nonwords seem less artificial than non-specific nonwords, the application of language-specific phonemes may be less suitable for bilingual children who are exposed to the target language less than monolingual peers. This study evaluates the concurrent and predictive value of a novel, computerized NWRT implemented in the MuLiMi web-platform and its potential in the discrimination of bilingual children with and without DLD, investigating the role of nonwords' language specificity. Thirty-seven children (of whom 17 had an objective risk of phonological disorders) with at least one Italian-speaking parent, living and attending kindergartens in Germany were tested with the MuLiMi NWRT and German standardized language tests. Caregivers and kindergarten teachers filled in questionnaires. Fourteen of the children were re-tested after 8-12 months. The results suggest that the new test's concurrent and discriminative validity are good. Analysis of variance revealed highly significant differences between children with and without (an objective risk of) phonological disorders and a significant interaction between nonword specificity and risk group. Significant correlations of initial scores with follow-up scores collected after 8-12 months were also found, as well as correlations with improvements in language abilities. In conclusion, although both language-specific and language-non-specific nonword repetition can support DLD risk identification in bilingual children, language-specific stimuli appear to be particularly sensitive indicators. This is interpreted as confirming DLD children's reduced sensitivity to frequent, familiar characteristics of the linguistic stimuli. The test's discriminative and concurrent validity showed to be robust to various potentially influencing factors like patterns of language exposure.

Within- and Cross-Language Relations Between Phonological Memory, Vocabulary, and Grammar in Bilingual Children

PURPOSE

This study investigated within-language and between-language associations between phonological memory, vocabulary, and grammar in French-English (n = 43) and Spanish-English (n = 25) bilingual children at 30, 36, and 48 months. It was predicted that phonological memory would display both within-language and between-language relations to language development and that these relations would be stronger at the youngest age.

METHOD

Bilingual children participated in free-play sessions in both of their languages at each age, from which vocabulary and grammatical information (number of different words and mean length of utterance) was extracted. Vocabulary information was also obtained from parent inventories completed when the children were 30 months and a standardized receptive vocabulary test administered at 36 and 48 months. The children were also administered nonword repetition tests in both of their languages at each age.

RESULTS

Mixed logistic regression indicated that phonological memory was associated with vocabulary and grammar within the same language and phonological memory in the other language. In two of the four statistical models, phonological memory exhibited positive between-language relations, and in one model, it exhibited negative between-language relations to language development. Results also indicated that within-language and between-languages effects remained constant, or between-language associations decreased during the age range studied.

CONCLUSION

Overall, the findings provide some support for cross-language associations between phonological memory and lexical and grammatical skills.

Phonological predictors of nonword repetition performance in bilingual children

INTRODUCTION

Previous research (Gibson et al., 2015; Summers, Bohman, Gillam, Peña & Bedore, 2010) has suggested an advantage in Spanish over English on nonword repetition tasks with Spanish-English bilingual children. However, comparing nonwords of equal syllable lengths across languages may not sufficiently account for phonological differences across languages. We compared Spanish-language nonword sets of different lengths to select a set that would be equivalent with respect to difficulty in English. We considered language-specific phonological structure and level of difficulty in evaluating nonword performance in 126 first- and second-grade, Spanish-English bilingual children. We predicted that adding 5-syllable words to the Spanish nonword set and monosyllabic words to the English set would result in comparable difficulty.

METHOD

Participants repeated nonwords of increasing lengths in English of 1, 2, 3, and 4 syllables and in Spanish of 2, 3, 4, and 5 syllables. Percent phonemes correct was calculated for total sounds. A repeated measures ANOVA was used to compare accuracy across word lengths.

RESULTS

Results indicated significant differences in overall means between languages when nonwords of equal word lengths were compared, but no significant differences in overall means when lengths of 1 - 4 syllables in English and 2 - 5 syllables in Spanish were used. Differences between languages varied at individual levels of complexity.

CONCLUSIONS

The finding that level of word length affects performance may have implications for understanding the factors in clinical test development for bilingual children. Further research may benefit from assessing additional language variables and additional language combinations to extend findings.

Does phonological distance impact quality of phonological representations? Evidence from Arabic diglossia

The study tested the impact of the phonological distance between Spoken Arabic (SpA) and Standard Arabic (StA) on quality of phonological representations among kindergarten, first-, second-, and sixth-grade Arabic-speaking children (N = 120). A pronunciation accuracy judgment task targeted three types of StA words that varied in extent of phonological distance from their form in SpA: (a) identical words, with an identical lexical-phonological form in StA and SpA; (b) cognate words, with partially overlapping phonological forms; items in this category varied in degree of phonological distance too; and (c) unique words with entirely different lexical-phonological forms. Multilevel Regression analysis showed that phonological distance had a significant impact on quality of phonological representations across all grades. Growth in quality of phonological representations was mainly noted between the three younger groups and the sixth-graders. Implications for the impact of phonological distance on phonological representations and on language and literacy development are discussed.

Impact of Diglossia on Word and Non-word Repetition among Language Impaired and Typically Developing Arabic Native Speaking Children

The study tested the impact of the phonological and lexical distance between a dialect of Palestinian Arabic spoken in the north of Israel (SpA) and Modern Standard Arabic (StA or MSA) on word and non-word repetition in children with specific language impairment (SLI) and in typically developing (TD) age-matched controls. Fifty kindergarten children (25 SLI, 25 TD; mean age 5;5) and fifty first grade children (25 SLI, 25 TD; mean age 6:11) were tested with a repetition task for 1-4 syllable long real words and pseudo words; Items varied systematically in whether each encoded a novel StA phoneme or not, namely a phoneme that is only used in StA but not in the spoken dialect targeted. Real words also varied in whether they were lexically novel, meaning whether the word is used only in StA, but not in SpA. SLI children were found to significantly underperform TD children on all repetition tasks indicating a general phonological memory deficit. More interesting for the current investigation is the observed strong and consistent effect of phonological novelty on word and non-word repetition in SLI and TD children, with a stronger effect observed in SLI. In contrast with phonological novelty, the effect of lexical novelty on word repetition was limited and it did not interact with group. The results are argued to reflect the role of linguistic distance in phonological memory for novel linguistic units in Arabic SLI and, hence, to support a specific Linguistic Distance Hypothesis of SLI in a diglossic setting. The implications of the findings for assessment, diagnosis and intervention with Arabic speaking children with SLI are discussed.

Bilinguals' twisted tongues: Frequency lag or interference?

Though bilinguals know many more words than monolinguals, within each language bilinguals exhibit some processing disadvantages, extending to sublexical processes specifying the sound structure of words (Gollan & Goldrick, Cognition, 125(3), 491-497, 2012). This study investigated the source of this bilingual disadvantage. Spanish-English bilinguals, Mandarin-English bilinguals, and English monolinguals repeated tongue twisters composed of English nonwords. Twister materials were made up of sound sequences that are unique to the English language (nonoverlapping) or sound sequences that are highly similar-yet phonetically distinct-in the two languages for the bilingual groups (overlapping). If bilingual disadvantages in tongue-twister production result from competition between phonetic representations in their two languages, bilinguals should have more difficulty selecting an intended target when similar sounds are activated in the overlapping sound sequences. Alternatively, if bilingual disadvantages reflect the relatively reduced frequency of use of sound sequences, bilinguals should have greater difficulty in the nonoverlapping condition (as the elements of such sound sequences are limited to a single language). Consistent with the frequency-lag account, but not the competition account, both Spanish-English and Mandarin-English bilinguals were disadvantaged in tongue-twister production only when producing twisters with nonoverlapping sound sequences. Thus, the bilingual disadvantage in tongue-twister production likely reflects reduced frequency of use of sound sequences specific to each language.