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Öberg L, Bohnacker U. Beyond Language Scores: How Language Exposure Informs Assessment of Nonword Repetition, Vocabulary and Narrative Macrostructure in Bilingual Turkish/Swedish Children with and without Developmental Language Disorder. CHILDREN (BASEL, SWITZERLAND) 2024; 11:704. [PMID: 38929283 PMCID: PMC11202042 DOI: 10.3390/children11060704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2024] [Revised: 05/25/2024] [Accepted: 05/30/2024] [Indexed: 06/28/2024]
Abstract
As in many other countries, baseline data concerning the linguistic development of bilingual children in Sweden are lacking, and suitable methods for identifying developmental language disorder (DLD) in bilinguals are lacking as well. This study presents reference data from 108 typically developing (TD) Turkish/Swedish-speaking children aged 4;0-8;1, for a range of language tasks developed specifically for the assessment of bilinguals (LITMUS test battery, COST Action IS0804). We report on different types of nonword repetition (NWR) tasks (language-specific and language-independent), receptive and expressive vocabulary (Cross-Linguistic Lexical Tasks, CLTs), and narrative macrostructure comprehension and production (Multilingual Assessment Instrument for Narratives, MAIN) in Turkish, the children's home language, and in Swedish, the language of schooling and society. Performance was investigated in relation to age, language exposure, type of task, and (for NWR and narratives) vocabulary size. There was a positive development with age for all tasks, but effects of language exposure and vocabulary size differed between tasks. Six bilingual Turkish/Swedish children with DLD were individually compared to the TD children. TD/DLD performance overlapped substantially, particularly for NWR, and more so for the production than the comprehension tasks. Surprisingly, the discriminatory potential was poor for both language-specific and language-independent NWR. DLD case studies underscored the importance of interpreting language scores in relation to exposure history, and the need for an increased emphasis on functional language skills as reported by parents and teachers when assessing and diagnosing DLD in bilinguals.
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Affiliation(s)
| | - Ute Bohnacker
- Department of Linguistics & Philology, Uppsala University, P.O. Box 635, SE-75126 Uppsala, Sweden;
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Balilah AMA, Archibald LMD, Said FFS. Heritage language learners of English: Linguistic gaps and cognitive strengths. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 25:873-884. [PMID: 36436028 DOI: 10.1080/17549507.2022.2141322] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE This study examined whether Heritage Language Learners (HLLs) of English display profile effects in their performance on knowledge- and processing-dependent measures relative to the standardised mean scores of monolingual speakers. The study also investigated the influence of several experiential factors on HLL performance. METHOD Participants were 59 Arabic-speaking HLLs from six to nine years old. The children completed a battery of linguistic tests in their L1 and L2, as well as cognitive measures of short-term and working memory and non-verbal intelligence. RESULT Significantly lower standardised scores were observed for HLLs as compared to the standardised mean scores on all Arabic/English language tasks except L2 word reading. HLLs scored at or above age-level expectations on cognitive measures except the Arabic nonword repetition task. Stepwise regression analyses examining variance in HLLs' performance, age and richness of environment consistently explained HLLs' performance in L1 Arabic, but different factors accounted for HLLs' performance in English depending on the task. Age was the only variable that consistently explained variance in performance on the cognitive measures. CONCLUSION The results suggest that processing-dependent measures may be less sensitive to difference in language experience than traditional knowledge-based measures such as standardised measures of language and vocabulary.
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Affiliation(s)
| | - Lisa M D Archibald
- School of Communication Sciences and Disorders, The University of Western Ontario, London, Ontario, Canada
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Eikerling MR, Bloder TS, Lorusso ML. 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. Front Psychol 2022; 13:826540. [PMID: 35719570 PMCID: PMC9201770 DOI: 10.3389/fpsyg.2022.826540] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2021] [Accepted: 04/26/2022] [Indexed: 11/13/2022] Open
Abstract
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.
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Affiliation(s)
- Maren Rebecca Eikerling
- Unit of Neuropsychology of Developmental Disorders, Department of Child Psychopathology, Scientific Institute IRCCS E. Medea, Bosisio Parini, Italy
- Department of Psychology, University Milan-Bicocca, Milan, Italy
| | - Theresa Sophie Bloder
- Faculty of Languages and Literatures, Catholic University Eichstätt-Ingolstadt, Eichstätt, Germany
| | - Maria Luisa Lorusso
- Unit of Neuropsychology of Developmental Disorders, Department of Child Psychopathology, Scientific Institute IRCCS E. Medea, Bosisio Parini, Italy
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Schwob S, Skoruppa K. Detecting Developmental Language Disorder in Monolingual and Bilingual Children: Comparison of Language-Specific and Crosslinguistic Nonword Repetition Tasks in French and Portuguese. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1159-1165. [PMID: 35130088 DOI: 10.1044/2021_jslhr-21-00017] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE Over the last decades, many studies have documented the clinical potential of nonword repetition (NWR) tasks for detecting developmental language disorder in mono- (MON) and bilingual (BIL) children by unveiling their difficulties in short-term memory and phonological accuracy. However, the precise nature of the nonwords to be used and the best scoring methods remain under debate. Some authors (e.g., Gutiérrez-Clellen & Simon-Cereijido, 2010) support the use of "language-specific" nonwords designed for a given test language in standardized tests. Other authors (e.g., Chiat, 2015) advocate the use of "crosslinguistic" stimuli, thus allowing assessment independently of the languages spoken by the child. METHOD This research note compares two language-specific tasks (French vs. Portuguese) and a crosslinguistic NWR task in a population of 5- to 7-year-old MON and BIL children. Group comparisons (children with vs. without developmental language disorder; MON vs. BIL children), an error analysis, sensitivity and specificity calculations (assessed according to the recommendations of Plante and Vance, 1994, and Youden, 1950) are reported. RESULTS All three tasks significantly differentiate children with and without developmental language disorder with large effect sizes but did not show an effect for bilingualism, which is encouraging for the BIL assessment. As expected, an influence of children's age and length and complexity of the stimuli was also found. The language-specific French task was found to be the most sensitive (max. 88%) and specific (max. 92%); the crosslinguistic task also reached good accuracy percentages for the BIL group (max. 82% sensitivity and 84% specificity). CONCLUSION This research note adds to the evidence that NWR tasks are promising tolls for the identification of MON and BIL children with developmental language disorder. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19111628.
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Affiliation(s)
- Salomé Schwob
- Institut des Sciences Logopédiques, Maison des Sciences du Langage et de la Communication, Université de Neuchâtel, Switzerland
| | - Katrin Skoruppa
- Institut des Sciences Logopédiques, Maison des Sciences du Langage et de la Communication, Université de Neuchâtel, Switzerland
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Thordardottir E, Reid H. Nonword repetition to identify DLD in older school-age children. ENFANCE 2022. [DOI: 10.3917/enf2.221.0059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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Scherger AL. The role of age and timing in bilingual assessment: non-word repetition, subject-verb agreement and case marking in L1 and eL2 children with and without SLI. CLINICAL LINGUISTICS & PHONETICS 2022; 36:54-74. [PMID: 33622095 DOI: 10.1080/02699206.2021.1885497] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2020] [Revised: 01/29/2021] [Accepted: 02/01/2021] [Indexed: 06/12/2023]
Abstract
Diagnostics in bilingual children is challenging, due to an overlap of production patterns in typically developing (TD) bilingual children and monolingual children with specific language impairment (SLI). To screen bilingual children effectively, the Language Impairment Testing in Multilingual Settings (LITMUS) tools were developed in an international project. The present study tests three of these tools for their suitability and diagnostic accuracy for early second language learners (eL2) of German, aged six to eight years. The study focuses on the timing in first language (L1) TD acquisition, investigating early and late acquisition phenomena of the morphosyntactic domain (subject-verb agreement [SVA], and case marking), combined with a non-word repetition (NWR) task targeting phonological complexity. The study aims at evaluating these three LITMUS-tools regarding their diagnostic accuracy, compared to a standardised assessment tool (LiSe-DaZ).To this end, forty-two children were tested using the LITMUS-tools, namely, contrastive case marking (CCM), supplemented by an elicitation task for the prepositional case, SVA and NWR. Four groups of children participated: eL2 children with SLI (mean age 7;6, mean age of onset 3;1), eL2 children with TD (mean age 7;10, mean age of onset 2;11), L1 TD children (mean age 7;3) and L1 SLI children (mean age 7;2). Results show NWR and SVA as suitable markers and the LITMUS-tools as suitable screenings. Conversely, CCM does not disentangle SLI from TD in the investigated bilingual population by this age.
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Affiliation(s)
- Anna-Lena Scherger
- Institute for German Language and Literature, University of Hildesheim, Hildesheim, Germany
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Freeman MR, Schroeder SR. Assessing Language Skills in Bilingual Children: Current Trends in Research and Practice. JOURNAL OF CHILD SCIENCE 2022. [DOI: 10.1055/s-0042-1743575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
AbstractA continuously challenging issue in the field of speech–language pathology is accurately identifying and diagnosing a language disorder in school-aged (pre-kindergarten through 5th grade) bilingual children, as bilingual children are disproportionately under- and overidentified with a language disorder. The current review focuses on the assessment of bilingual children in pre-kindergarten through fifth grade, aimed to inform teachers, pediatricians, parents, and other relevant professionals of issues surrounding assessment of these dual-language learners. We examine the barriers to assessing bilingual children for language disorders, such as the lack of availability of bilingual tests, underinformative current best practice guidelines, lack of speech–language pathologist (SLP) training/knowledge of bilingualism, and use of interpreters. We discuss the necessary considerations when SLPs use norm-referenced tests with bilingual children, such as norming samples, accurate identification of a language disorder, reliability and validity, test administration, and potential solutions to using otherwise poorly suited norm-referenced tests. We also consider research on several alternative measures to norm-referenced assessments, including dynamic assessment, nonword repetition, language sampling, nonlinguistic cognition, and parent report. We conclude by synthesizing the information in this review to offer six principles of best practices for bilingual assessment.
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Affiliation(s)
- Max R. Freeman
- Department of Communication Sciences and Disorders, St. John's University, Jamaica, New York, United States
| | - Scott R. Schroeder
- Department of Speech-Language-Hearing Sciences, Hofstra University, Hempstead, New York, United States
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Ortiz JA. Using Nonword Repetition to Identify Language Impairment in Bilingual Children: A Meta-Analysis of Diagnostic Accuracy. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:2275-2295. [PMID: 34269597 DOI: 10.1044/2021_ajslp-20-00237] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose Nonword repetition has been endorsed as a less biased method of assessment for children from culturally and linguistically diverse backgrounds, but there are currently no systematic reviews or meta-analyses on its use with bilingual children. The purpose of this study was to evaluate diagnostic accuracy of nonword repetition in the identification of language impairment (LI) in bilingual children. Method Using a key word search of peer-reviewed literature from several large electronic databases, as well as ancestral and forward searches, 13 studies were identified that met the eligibility criteria. Studies were evaluated on the basis of quality of evidence, design characteristics, and reported diagnostic accuracy. A meta-regression analysis, based on study results, was conducted to identify task characteristics that may be associated with better classification accuracy. Results Diagnostic accuracy across studies ranged from poor to good. Bilingual children with LI performed with more difficulty on nonword repetition tasks than those with typical language. Quasi-universal tasks, which account for the phonotactic constraints of multiple languages, exhibited better diagnostic accuracy and resulted in less misidentification of children with typical language than language-specific tasks. Conclusions Evidence suggests that nonword repetition may be a useful tool in the assessment and screening of LI in bilingual children, though it should be used in conjunction with other measures. Quasi-universal tasks demonstrate the potential to further reduce assessment bias, but extant research is limited.
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Affiliation(s)
- José A Ortiz
- Department of Hearing and Speech Sciences, University of Maryland, College Park
- Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park
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Schwob S, Eddé L, Jacquin L, Leboulanger M, Picard M, Oliveira PR, Skoruppa K. Using Nonword Repetition to Identify Developmental Language Disorder in Monolingual and Bilingual Children: A Systematic Review and Meta-Analysis. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:3578-3593. [PMID: 34407377 DOI: 10.1044/2021_jslhr-20-00552] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose A wealth of studies has assessed the diagnostic value of the nonword repetition task (NWRT) for the detection of developmental language disorder (DLD) in the clinical context of speech and language therapy, first in monolingual children and, more recently, in bilingual children. This review article reviews this literature systematically and conducts a meta-analysis on the discriminative power of this type of task in both populations. Method Three databases were used to select articles based on keyword combinations, which were then reviewed for relevance and methodological rigor based on internationally recognized checklists. From an initial pool of 488 studies, 46 studies were selected for inclusion in the systematic review, and 35 of these studies could be included in a meta-analysis. Results Most of the articles report significant discrimination between children with and without DLD in both monolingual and bilingual contexts, and the meta-analysis shows a large mean effect size. Three factors (age of the child, linguistic status, and language specificity of the task) yielded enough quantitative data for further exploration. Subgroups analysis shows variance in effect sizes, but none of the three factors, neither their interactions, were significant in a metaregression. We discuss how other, less explored factors (e.g., nature of the stimuli, scoring methods) could also contribute to differences in results. Sensitivity and specificity analyses reported in 33 studies confirmed that, despite possible effect size differences, the diagnostic accuracy of the NWRT is generally near thresholds considered to be discriminatory. It generally increases when it is combined with other tasks (e.g., parental questionnaire). Conclusions This review indicates that the NWRT is a promising diagnostic tool to identify children with DLD in monolingual and bilingual contexts with a large mean effect size. However, it seems necessary to choose the precise NWRT materials based on the children's language background and to complement the assessment sessions with other tools in order to ensure diagnosis and to obtain complete language profile of the child. Supplemental Material https://doi.org/10.23641/asha.15152370.
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Affiliation(s)
- Salomé Schwob
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| | - Laurane Eddé
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| | - Laure Jacquin
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| | - Mégane Leboulanger
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| | - Margot Picard
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| | - Patricia Ramos Oliveira
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| | - Katrin Skoruppa
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
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Guasti MT, White MJ, Bianco G, Arosio F, Camilleri B, Hasson N. Two clinical markers for DLD in monolingual Italian speakers: what can they tell us about second language learners with DLD? CLINICAL LINGUISTICS & PHONETICS 2021; 35:829-846. [PMID: 33032455 DOI: 10.1080/02699206.2020.1830303] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 09/25/2020] [Accepted: 09/26/2020] [Indexed: 06/11/2023]
Abstract
A large number of children worldwide are only exposed to their L2 around 3 years of age and can exhibit linguistic behaviours that resemble those of a child with Developmental Language Disorder (DLD). This can lead to under- or over-identification of DLD in this population. This study endeavors to contribute to overcoming this problem, by determining whether two specific clinical markers used with the Italian monolingual population can also be used with early L2 acquiring children, namely clitic production and non-word repetition. Our study involved two groups of 5-year-old L2 learners of Italian from various language backgrounds; 18 children had been referred to Speech and Language Therapy (SLT) services (EL2_DLD), and 30 children were typically developing (EL2_TD). The participants completed an Italian clitic production task and a non-word repetition task based on Italian phonotactics. Data was also collected from the participants' caregivers with the ALDeQ Parental Questionnaire to obtain information about the children's L1. Our results suggest that non-word repetition and clitic production in Italian are potentially useful for identifying L2 learners of Italian with DLD, at the age of 5 years. The repetition of non-words is highly accurate in identifying children with DLD among the participants, while clitic production is somewhat less discriminative in this sample. This study is a first step towards uncovering clinical markers that could be used to determine the presence of DLD in children acquiring their L2.
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Affiliation(s)
| | - Michelle J White
- Department of Linguistics, University of Cape Town, Cape Town, South Africa
- Department of Linguistics, Stellenbosch University, Stellenbosch, South Africa
| | | | - Fabrizio Arosio
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
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Taha J, Stojanovik V, Pagnamenta E. Nonword Repetition Performance of Arabic-Speaking Children With and Without Developmental Language Disorder: A Study on Diagnostic Accuracy. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:2750-2765. [PMID: 34232699 DOI: 10.1044/2021_jslhr-20-00556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose This study evaluates the effectiveness of a nonword repetition (NWR) task in discriminating between Palestinian Arabic-speaking children with developmental language disorder (DLD) and age-matched typically developing (TD) children. Method Participants were 30 children with DLD aged between 4;0 and 6;10 (years;months) and 60 TD children aged between 4;0 and 6;8 matched on chronological age. The Arabic version of a Quasi-Universal NWR task was administered. The task comprises 30 nonwords that vary in length, presence of consonant clusters (CCs) and wordlikeness ratings. Responses were scored using an item-level scoring method to assess the diagnostic accuracy of the task. Receiver operating characteristic curve analysis was conducted to determine the best cutoff point with the highest sensitivity and specificity values, and likelihood ratios were calculated. Results Children with DLD scored significantly lower on the NWR task than their age-matched TD peers. Only the DLD group was influenced by the phonological complexity of the nonwords, with nonwords with two CC being more difficult than nonwords with no or only one CC. For both groups, three-syllable nonwords were repeated less accurately than two- and one-syllable nonwords. Also, high word-like nonwords were repeated more accurately than nonwords with low wordlikeness ratings. The best cutoff score had sensitivity and specificity of 93% and highly informative likelihood ratios. Conclusions NWR was an area of difficulty for Palestinian Arabic-speaking children with DLD. NWR showed excellent discriminatory power in differentiating Arabic-speaking children diagnosed with DLD from their age-matched TD peers. NWR appears to hold promise for clinical use as it is a useful indicator of DLD in Arabic. These results need to be further validated using population-based studies. Supplemental Material https://doi.org/10.23641/asha.14880360.
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Affiliation(s)
- Juhayna Taha
- School of Psychology and Clinical Language Sciences, University of Reading, United Kingdom
| | - Vesna Stojanovik
- School of Psychology and Clinical Language Sciences, University of Reading, United Kingdom
| | - Emma Pagnamenta
- School of Psychology and Clinical Language Sciences, University of Reading, United Kingdom
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Sakhai F, Darouie A, Anderson JD, Dastjerdi-Kazemi M, Golmohammadi G, Bakhshi E. A comparison of the performance of Persian speaking children who do and do not stutter on three nonwords repetition tasks. JOURNAL OF FLUENCY DISORDERS 2021; 67:105825. [PMID: 33429306 DOI: 10.1016/j.jfludis.2020.105825] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2020] [Revised: 10/25/2020] [Accepted: 12/09/2020] [Indexed: 06/12/2023]
Abstract
PURPOSE The purpose of the study was to examine the performance of Persian speaking children who stutter (CWS) and children who do not stutter (CWNS) on three nonword repetition tasks, while also focusing on which task and scoring method best differentiates the two groups of children. METHOD Thirty CWS and 30 CWNS between the ages of 5;0 to 6;6 completed three nonword repetition tasks that varied in complexity. Each task was scored using two methods: nonwords correct and phonemes correct. Between-group differences in performance on each task were examined, along with disfluencies for CWS and the task and scoring method that best differentiated the CWS and CWNS. RESULTS The findings revealed that, across all three nonword repetition tasks, the CWS consistently produced fewer nonwords correct and phonemes correct than the CWNS group at virtually all syllable lengths. The CWS produced more disfluencies on longer nonwords than shorter nonwords in all three nonword repetition tasks. The nonword repetition task with lower wordlikeness and more phonologically complex items best differentiated the two groups of children. Findings further revealed that discriminative accuracy was highest for scoring based on the number of phonemes produced correctly. CONCLUSION Findings provide further evidence to suggest that CWS may have difficulty with phonological working memory and/or phonological processing.
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Affiliation(s)
- Farhad Sakhai
- Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Akbar Darouie
- Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
| | - Julie D Anderson
- Department of Speech and Hearing Sciences, Indiana University, United States
| | - Mahdi Dastjerdi-Kazemi
- Department of Psychology and Education of Exceptional Children, Allameh Tabataba'i University, Tehran, Iran
| | - Golnoosh Golmohammadi
- Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Enayatollah Bakhshi
- Department of Biostatistics and Epidemiology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
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Farabolini G, Rinaldi P, Caselli MC, Cristia A. Non-word repetition in bilingual children: the role of language exposure, vocabulary scores and environmental factors. SPEECH, LANGUAGE AND HEARING 2021. [DOI: 10.1080/2050571x.2021.1879609] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Gianmatteo Farabolini
- National Research Council, Institute of Cognitive Sciences and Technologies, Rome, Italy
- Départment d’études cognitives Laboratoire de Sciences Cognitives et Psycholinguistique, Ecole Normale Supérieure, Paris, France
| | - Pasquale Rinaldi
- National Research Council, Institute of Cognitive Sciences and Technologies, Rome, Italy
| | - Maria Cristina Caselli
- National Research Council, Institute of Cognitive Sciences and Technologies, Rome, Italy
| | - Alejandrina Cristia
- Départment d’études cognitives Laboratoire de Sciences Cognitives et Psycholinguistique, Ecole Normale Supérieure, Paris, France
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Ahufinger N, Berglund-Barraza A, Cruz-Santos A, Ferinu L, Andreu L, Sanz-Torrent M, Evans JL. Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan-Spanish and European Portuguese Speaking Children. CHILDREN (BASEL, SWITZERLAND) 2021; 8:85. [PMID: 33530420 PMCID: PMC7911802 DOI: 10.3390/children8020085] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 01/12/2021] [Accepted: 01/21/2021] [Indexed: 01/30/2023]
Abstract
Nonword repetition has been proposed as a diagnostic marker of developmental language disorder (DLD); however, the inconsistency in the ability of nonword repetition tasks (NRT) to identify children with DLD raises significant questions regarding its feasibility as a clinical tool. Research suggests that some of the inconsistency across NRT may be due to differences in the nature of the nonword stimuli. In this study, we compared children's performance on NRT between two cohorts: the children in the Catalan-Spanish cohort (CS) were bilingual, and the children in the European Portuguese cohort (EP) were monolingual. NRT performance was assessed in both Spanish and Catalan for the bilingual children from Catalonia-Spain and in Portuguese for the monolingual children from Portugal. Results show that although the absolute performance differed across the two cohorts, with NRT performance being lower for the CS, in both Catalan and Spanish, as compared to the EP cohort in both, the cut-points for the likelihood ratios (LH) were similar across the three languages and mirror those previously reported in previous studies. However, the absolute LH ratio values for this study were higher than those reported in prior research due in part to differences in wordlikeness and frequency of the stimuli in the current study. Taken together, the findings from this study show that an NRT consisting of 3-, 4-, and 5-syllable nonwords, which varies in wordlikeness ratings, when presented in a random order accurately identifies and correctly differentiates children with DLD from TD controls the child is bilingual or monolingual.
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Affiliation(s)
- Nadia Ahufinger
- Estudis de Psicologia i Ciències de l’Educació, Universitat Oberta de Catalunya, 08018 Barcelona, Spain; (L.F.); (L.A.)
| | - Amy Berglund-Barraza
- Department of Speech, Language, Hearing Sciences, University of Texas at Dallas, Richardson, TX 75080, USA; (A.B.-B.); (J.L.E.)
| | - Anabela Cruz-Santos
- Research Centre in Education, Institute of Education, University of Minho, 4710-057 Braga, Portugal;
| | - Laura Ferinu
- Estudis de Psicologia i Ciències de l’Educació, Universitat Oberta de Catalunya, 08018 Barcelona, Spain; (L.F.); (L.A.)
| | - Llorenç Andreu
- Estudis de Psicologia i Ciències de l’Educació, Universitat Oberta de Catalunya, 08018 Barcelona, Spain; (L.F.); (L.A.)
| | | | - Julia L. Evans
- Department of Speech, Language, Hearing Sciences, University of Texas at Dallas, Richardson, TX 75080, USA; (A.B.-B.); (J.L.E.)
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Lauro J, Core C, Hoff E. Explaining Individual Differences in Trajectories of Simultaneous Bilingual Development: Contributions of Child and Environmental Factors. Child Dev 2020; 91:2063-2082. [PMID: 32738071 PMCID: PMC7722019 DOI: 10.1111/cdev.13409] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Effects of child and environmental factors in moderating the course of bilingual development were investigated using longitudinal data, from age 2.5 to 5 years, on 126 U.S.-born children with early exposure to Spanish and English. Multilevel models of Spanish and English expressive vocabulary identified children's phonological memory ability as a significant predictor of both outcomes, while also replicating the effect of the relative amount of language exposure. In addition, nonverbal IQ was a significant predictor of English vocabulary; birth order and maternal education in Spanish were significant predictors of Spanish vocabulary. These findings expand our understanding of the sources of the wide heterogeneity in bilingual development and of the requirements that language acquisition makes of learners and their environments.
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Bonifacci P, Atti E, Casamenti M, Piani B, Porrelli M, Mari R. Which Measures Better Discriminate Language Minority Bilingual Children With and Without Developmental Language Disorder? A Study Testing a Combined Protocol of First and Second Language Assessment. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:1898-1915. [PMID: 32516561 DOI: 10.1044/2020_jslhr-19-00100] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose This study aimed to assess a protocol for the evaluation of developmental language disorder (DLD) in language minority bilingual children (LMBC). The specific aims were (a) to test group differences, (b) to evaluate the discriminant validity of single measures included in the protocol, and (c) to define which model of combined variables had the best results in terms of efficacy and efficiency. Method Two groups of LMBC were involved, one with typical development (n = 35) selected from mainstream schools and one with DLD (n = 20). The study protocol included the collection of demographic information and linguistic history; a battery of standardized tests in their second language (Italian), including nonword repetition, morphosyntactic comprehension and production, and vocabulary and narrative skills; and direct (children's evaluation) and indirect (parents' questionnaire) assessment of linguistic skills in their first language. Results Results showed that the two groups differed in almost all linguistic measures. None of the single measures reached good specificity/sensitivity scores. A combined model that included direct and indirect assessment of first language skills, morphosyntactic comprehension and production, and nonword repetition reached good discriminant validity, with 94.5% of cases correctly classified. Discussion The study defines a complex picture of the linguistic profile in bilingual children with DLD, compared to typically developing bilingual peers. The results reinforce the idea that no single measure can be considered optimal in distinguishing children with DLD from typical peers. The study offers a concrete example of an effective and efficient protocol with which to discriminate LMBC with and without DLD.
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Affiliation(s)
| | - Elena Atti
- Villa Esperia-Rehabilitation Institute, Pavia, Italy
| | | | - Barbara Piani
- Nursing and Technical Direction (DIT), AUSL Romagna, Faenza, Italy
| | | | - Rita Mari
- Studio Di Psicologia Clinica, Formazione, Linguaggio e Apprendimento Anna Valentini, Carpi, Italy
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Abstract
Developmental language disorders (DLD) are prevalent and persistent among school-age children but are often underrecognized. This chapter discusses the ways in which the various components of communication are impacted by these disorders and outlines the differences in expression seen in different languages. Research on biological and psychologic roots of the syndrome is also reviewed. As yet, no single definitive cause has been identified; the disorders are likely to result from a constellation of genetic, biological, and cognitive weaknesses that are influenced by environmental experiences. Basic methods of assessment and differential diagnosis are presented and the principles guiding the development of intervention programs are discussed.
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Affiliation(s)
- Rhea Paul
- Department of Communication Disorders, College of Health Professions, Sacred Heart University, Fairfield, CT, United States.
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18
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Méndez LI, Simon-Cereijido G. A View of the Lexical-Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:1775-1786. [PMID: 31112438 DOI: 10.1044/2019_jslhr-l-18-0315] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Purpose This study investigated the nature of the association of lexical-grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English-speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.
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Affiliation(s)
- Lucía I Méndez
- Department of Communication Sciences and Disorders, University of North Carolina-Greensboro
| | - Gabriela Simon-Cereijido
- Department of Communication Disorders, Rongxiang Xu College of Health and Human Services, California State University, Los Angeles
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Simon-Cereijido G, Méndez LI. Similarities and differences in the lexical-grammatical relation of young dual language learners with and without specific language impairment. CLINICAL LINGUISTICS & PHONETICS 2019; 34:92-109. [PMID: 31092018 DOI: 10.1080/02699206.2019.1611926] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2019] [Revised: 04/22/2019] [Accepted: 04/23/2019] [Indexed: 06/09/2023]
Abstract
This study examines the lexical-grammatical relation within and across in preschool Latino dual language learners (DLLs) with and without specific language impairment (SLI) using language-specific vocabulary and conceptual lexical-semantic skills. The participants were sixty-one typically developing (TD) Spanish-English speaking DLLs and seventy-four DLLs with SLI from low-income households. Standardized and researcher developed assessment tools were used to measure vocabulary, semantics, and grammar in both Spanish and English. Cross-sectional data were analyzed using hierarchical linear regressions to determine the nature of the lexical-grammatical association within and across languages. The study found significant within-language relations between measures of vocabulary and grammar for both groups. Conceptual vocabulary was a significant predictor for English grammar in both groups. For the SLI group only, both English and Spanish vocabulary scores significantly predicted English grammar and bilingual semantics scores predicted Spanish grammar. These findings underscore the role of language-specific vocabulary on grammatical development and suggest the presence of bilingual bootstrapping in DLLs. However, the degree and nature of cross-linguistic associations vary by language ability and language proficiency. The role of age and nonverbal cognition and clinical implications are also discussed.
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Affiliation(s)
| | - Lucía I Méndez
- Department of Communication Sciences and Disorders, University of North Carolina-Greensboro, Greensboro, NC, USA
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Lazewnik R, Creaghead NA, Smith AB, Prendeville JA, Raisor-Becker L, Silbert N. Identifiers of Language Impairment for Spanish–English Dual Language Learners. Lang Speech Hear Serv Sch 2019; 50:126-137. [DOI: 10.1044/2018_lshss-17-0046] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
The purpose of this study was to determine if a standardized assessment developed for Spanish–English dual language learners (SEDLLs) differentiates SEDLLs with language impairment (LI) from children with typical language better than the translated/adapted Spanish and/or English version of a standardized assessment and to determine if adding informal measure/s to the standardized assessment increases the classification accuracy.
Method
Standardized and informal language assessment measures were administered to 30 Mexican American 4- to 5-year-old SEDLLs to determine the predictive value of each measure and the group of measures that best identified children with LI and typical language. Discriminant analyses were performed on the data set.
Results
The Morphosyntax and Semantics subtests of the Bilingual English–Spanish Assessment (
Peña, Gutierrez-Clellen, Iglesias, Golstein, & Bedore, 2014
) resulted in the largest effect size of the individual assessments with a sensitivity of 93.3% and a specificity of 86.7%. Combining these subtests with mean length of utterance in words from the child's better language sample (English or Spanish) was most accurate in identifying LI and can be used with above 90% confidence.
Conclusion
The Bilingual English–Spanish Assessment Morphosyntax and Semantics subtests were shown to comprise an effective measure for identifying LI; however, including a language sample is suggested to identify LI with greater accuracy.
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Affiliation(s)
- Rochel Lazewnik
- Department of Communication Sciences and Disorders, University of Cincinnati, Ohio
| | - Nancy A. Creaghead
- Department of Communication Sciences and Disorders, University of Cincinnati, Ohio
| | - Allison Breit Smith
- Department of Communication Sciences and Disorders, University of Cincinnati, Ohio
| | - Jo-Anne Prendeville
- Department of Communication Sciences and Disorders, University of Cincinnati, Ohio
| | - Lesley Raisor-Becker
- Department of Communication Sciences and Disorders, University of Cincinnati, Ohio
| | - Noah Silbert
- Department of Communication Sciences and Disorders, University of Cincinnati, Ohio
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21
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Simon-Cereijido G, Méndez LI. Using Language-Specific and Bilingual Measures to Explore Lexical-Grammatical Links in Young Latino Dual-Language Learners. Lang Speech Hear Serv Sch 2018; 49:537-550. [PMID: 29625426 DOI: 10.1044/2018_lshss-17-0058] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2017] [Accepted: 01/08/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose This study examined the nature of the relation between language-specific vocabulary and conceptual lexical-semantic skills with grammatical abilities within and across languages in preschool Latino dual language learners (DLLs). Method Sixty-one typically developing, Spanish-English speaking DLLs from preschools serving low-income families participated in the study. Lexical, semantic, and grammar skills were assessed toward the end of the fall in both Spanish and English using normative and researcher-developed assessment instruments. Hierarchical linear regressions using baseline cross-sectional data were completed to determine the association of language-specific vocabulary and bilingual lexical and semantic abilities to grammatical skills measured by sentence repetition tasks in Spanish and English both within and across languages. Results Results from the study revealed that a considerable percentage of the variance in the grammatical ability of these Latino DLL preschoolers in both Spanish and English was explained by lexical variables in the same language (54% in English and 16% in Spanish). In the strong language (Spanish), bilingual semantic skills also played a role, explaining an additional 8% of the variance. Conceptual vocabulary was a significant predictor of English grammar in the model that excluded the language-specific vocabulary measures. Conclusions These findings suggest that grammatical skills in the Latino preschoolers examined in the study are strongly related to language-specific measures of vocabulary. In contrast, no evidence supporting the relation between vocabulary and grammar skills across languages was observed. Findings from this study provide insight into the impact of bilingual lexical-semantic knowledge on the grammatical skills of dual-language preschool children developing language abilities in their 2 languages. Clinical implications are also discussed.
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Word and Nonword Repetition Abilities in Spanish Language: Longitudinal Evidence from Typically Developing and Late Talking Children. SPANISH JOURNAL OF PSYCHOLOGY 2017; 20:E72. [PMID: 29198216 DOI: 10.1017/sjp.2017.69] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
This longitudinal study examined the early word and nonword repetition abilities of monolingual Spanish speaking children. We explored the role that word status, word length, and time play in repetition performance of children with different vocabulary levels. We also examined the predictive value of vocabulary level in repetition abilities. Thirty-seven children participated in this study: 15 late talkers and 22 typically developing children. Families completed the Spanish version of the MacArthur Communicative Developmental Inventory (MCDI) at age 2; children performed a word and nonword repetition task at three different moments, with a temporal interval of 6 months between Time 1 and Time 2, and eight months between Time 2 and Time 3, periods during which linguistic development takes place. We found significant effects for word status, word length, vocabulary level and time: words are repeated better than nonwords; one syllable items are easier to repeat than two and three syllable ones; the performance of late talking children is lower compared to typically developing children throughout the study; and repetition abilities improve longitudinally. In addition, early vocabulary level predicts subsequent repetition abilities and early nonword repetition abilities predict future nonword repetition performance.
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Saiegh-Haddad E, Ghawi-Dakwar O. Impact of Diglossia on Word and Non-word Repetition among Language Impaired and Typically Developing Arabic Native Speaking Children. Front Psychol 2017; 8:2010. [PMID: 29213248 PMCID: PMC5702653 DOI: 10.3389/fpsyg.2017.02010] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2017] [Accepted: 11/03/2017] [Indexed: 11/21/2022] Open
Abstract
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.
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Affiliation(s)
- Elinor Saiegh-Haddad
- English Linguistics and Literature Department, Bar-Ilan University, Ramat Gan, Israel
| | - Ola Ghawi-Dakwar
- Sakhnin College for Education, Ministry of Education, Tel Aviv, Israel
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Jackson-Maldonado D, Maldonado R. Grammaticality differences between Spanish-speaking children with specific language impairment and their typically developing peers. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2017; 52:750-765. [PMID: 28421645 DOI: 10.1111/1460-6984.12312] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2016] [Revised: 12/12/2016] [Accepted: 12/30/2016] [Indexed: 06/07/2023]
Abstract
BACKGROUND A limited number of studies have analyzed grammaticality in monolingual Spanish-speaking children with specific language impairment (SLI). Most of the available data are based on bilingual speakers. AIMS To extend previous studies by doing a more detailed analysis of grammatical types in monolingual Spanish-speakers with and without SLI. METHODS & PROCEDURES Forty-nine Spanish-speaking children (18 with SLI, 17 age-matched typically developing controls, 14 language-matched controls) were recruited from schools in Mexico and observed in a spontaneous narrative task. OUTCOMES & RESULTS The findings were inconsistent with those of previous studies. Significant differences were found for article, connector and preposition omissions, and the per cent of ungrammatical utterances. There were no significant differences found for clitics and verb phrases, though clitic substitutions were frequent. Language-matched controls did not produce different frequencies of ungrammatical utterances. CONCLUSIONS & IMPLICATIONS Significant differences were found for three main items: the per cent of ungrammatical utterances, the omission of articles and the omission of prepositions. Therefore, we propose these components be taken into consideration when distinguishing typically developing children from children with SLI.
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Haman E, Wodniecka Z, Marecka M, Szewczyk J, Białecka-Pikul M, Otwinowska A, Mieszkowska K, Łuniewska M, Kołak J, Miękisz A, Kacprzak A, Banasik N, Foryś-Nogala M. How Does L1 and L2 Exposure Impact L1 Performance in Bilingual Children? Evidence from Polish-English Migrants to the United Kingdom. Front Psychol 2017; 8:1444. [PMID: 28928681 PMCID: PMC5591580 DOI: 10.3389/fpsyg.2017.01444] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2017] [Accepted: 08/09/2017] [Indexed: 11/17/2022] Open
Abstract
Most studies on bilingual language development focus on children's second language (L2). Here, we investigated first language (L1) development of Polish-English early migrant bilinguals in four domains: vocabulary, grammar, phonological processing, and discourse. We first compared Polish language skills between bilinguals and their Polish non-migrant monolingual peers, and then investigated the influence of the cumulative exposure to L1 and L2 on bilinguals' performance. We then examined whether high exposure to L1 could possibly minimize the gap between monolinguals and bilinguals. We analyzed data from 233 typically developing children (88 bilingual and 145 monolingual) aged 4;0 to 7;5 (years;months) on six language measures in Polish: receptive vocabulary, productive vocabulary, receptive grammar, productive grammar (sentence repetition), phonological processing (non-word repetition), and discourse abilities (narration). Information about language exposure was obtained via parental questionnaires. For each language task, we analyzed the data from the subsample of bilinguals who had completed all the tasks in question and from monolinguals matched one-on-one to the bilingual group on age, SES (measured by years of mother's education), gender, non-verbal IQ, and short-term memory. The bilingual children scored lower than monolinguals in all language domains, except discourse. The group differences were more pronounced on the productive tasks (vocabulary, grammar, and phonological processing) and moderate on the receptive tasks (vocabulary and grammar). L1 exposure correlated positively with the vocabulary size and phonological processing. Grammar scores were not related to the levels of L1 exposure, but were predicted by general cognitive abilities. L2 exposure negatively influenced productive grammar in L1, suggesting possible L2 transfer effects on L1 grammatical performance. Children's narrative skills benefitted from exposure to two languages: both L1 and L2 exposure influenced story structure scores in L1. Importantly, we did not find any evidence (in any of the tasks in which the gap was present) that the performance gap between monolinguals and bilinguals could be fully closed with high amounts of L1 input.
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Affiliation(s)
- Ewa Haman
- Psycholinguistics Lab, Faculty of Psychology, University of WarsawWarsaw, Poland
| | - Zofia Wodniecka
- Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian UniversityKrakow, Poland
| | - Marta Marecka
- Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian UniversityKrakow, Poland
| | - Jakub Szewczyk
- Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian UniversityKrakow, Poland
| | - Marta Białecka-Pikul
- Early Child Development Psychology Laboratory, Institute of Psychology, Jagiellonian UniversityKrakow, Poland
| | | | - Karolina Mieszkowska
- Psycholinguistics Lab, Faculty of Psychology, University of WarsawWarsaw, Poland
| | - Magdalena Łuniewska
- Psycholinguistics Lab, Faculty of Psychology, University of WarsawWarsaw, Poland
| | - Joanna Kołak
- Psycholinguistics Lab, Faculty of Psychology, University of WarsawWarsaw, Poland
| | - Aneta Miękisz
- Psycholinguistics Lab, Faculty of Psychology, University of WarsawWarsaw, Poland
| | - Agnieszka Kacprzak
- Psycholinguistics Lab, Faculty of Psychology, University of WarsawWarsaw, Poland
| | - Natalia Banasik
- Psycholinguistics Lab, Faculty of Psychology, University of WarsawWarsaw, Poland
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Boerma T, Blom E. Assessment of bilingual children: What if testing both languages is not possible? JOURNAL OF COMMUNICATION DISORDERS 2017; 66:65-76. [PMID: 28448800 DOI: 10.1016/j.jcomdis.2017.04.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2016] [Revised: 03/23/2017] [Accepted: 04/05/2017] [Indexed: 06/07/2023]
Abstract
UNLABELLED Language delays of bilingual children can arise from language impairment (LI) but also from insufficient exposure to the target language. A reliable diagnosis of LI in bilingual children is therefore ideally based on the evaluation of both languages, as LI affects each language that is learned. However, due to the multitude of language combinations that are encountered in clinical practice, this is often not feasible. Bilingual norm-referencing may offer a solution, but the heterogeneity within the bilingual population makes it difficult to determine appropriate standards for every child. The present study examined an alternative approach to assessing both languages or using bilingual norm-referencing, aiming to assemble instruments that reduce bias against bilingual children. We used a four-group design, including monolingual and bilingual children with and without LI (N=132), to first investigate the effects of LI and bilingualism on risks associated with a child's early language development and the prevalence of language problems in the family, as reported by parents. Second, we evaluated the diagnostic validity of these two indices, and, in addition, combined these with two unbiased language measures which we previously examined in isolation: a quasi-universal nonword repetition task and a narrative task. Results showed that the index of Early Language Development was a strong predictor of LI. In combination with the two direct language measures, it excellently identified the presence or absence of LI in and across monolingual and bilingual learning contexts. LEARNING OUTCOMES As a result of this study, the reader will learn about an alternative approach to testing a bilingual child in both languages. The reader will recognize the importance of using unbiased measures for the identification of LI in a bilingual context, and, in addition, will appreciate the value of combining parental report with direct language measures.
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Arias G, Friberg J. Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools. Lang Speech Hear Serv Sch 2017; 48:1-15. [DOI: 10.1044/2016_lshss-15-0090] [Citation(s) in RCA: 66] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2015] [Accepted: 07/08/2016] [Indexed: 11/09/2022] Open
Abstract
Purpose
The purpose of this study was to identify current practices of school-based speech-language pathologists (SLPs) in the United States for bilingual language assessment and compare them to American Speech-Language-Hearing Association (ASHA) best practice guidelines and mandates of the Individuals with Disabilities Education Act (IDEA, 2004).
Method
The study was modeled to replicate portions of Caesar and Kohler's (2007) study and expanded to include a nationally representative sample. A total of 166 respondents completed an electronic survey.
Results
Results indicated that the majority of respondents have performed bilingual language assessments. Furthermore, the most frequently used informal and standardized assessments were identified. SLPs identified supports, and barriers to assessment, as well as their perceptions of graduate preparation.
Conclusion
The findings of this study demonstrated that although SLPs have become more compliant to ASHA and IDEA guidelines, there is room for improvement in terms of adequate training in bilingual language assessment.
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Affiliation(s)
| | - Jennifer Friberg
- Department of Communication Sciences and Disorders, Illinois State University, Normal
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Armon-Lotem S, Meir N. Diagnostic accuracy of repetition tasks for the identification of specific language impairment (SLI) in bilingual children: evidence from Russian and Hebrew. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2016; 51:715-731. [PMID: 26990037 DOI: 10.1111/1460-6984.12242] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2015] [Accepted: 12/18/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Previous research demonstrates that repetition tasks are valuable tools for diagnosing specific language impairment (SLI) in monolingual children in English and a variety of other languages, with non-word repetition (NWR) and sentence repetition (SRep) yielding high levels of sensitivity and specificity. Yet, only a few studies have addressed the diagnostic accuracy of repetition tasks in bilingual children, and most available research focuses on English-Spanish sequential bilinguals. AIMS To evaluate the efficacy of three repetition tasks (forward digit span (FWD), NWR and SRep) in order to distinguish mono- and bilingual children with and without SLI in Russian and Hebrew. METHODS & PROCEDURES A total of 230 mono- and bilingual children aged 5;5-6;8 participated in the study: 144 bilingual Russian-Hebrew-speaking children (27 with SLI); and 52 monolingual Hebrew-speaking children (14 with SLI) and 34 monolingual Russian-speaking children (14 with SLI). Parallel repetition tasks were designed in both Russian and Hebrew. Bilingual children were tested in both languages. OUTCOMES & RESULTS The findings confirmed that NWR and SRep are valuable tools in distinguishing monolingual children with and without SLI in Russian and Hebrew, while the results for FWD were mixed. Yet, testing of bilingual children with the same tools using monolingual cut-off points resulted in inadequate diagnostic accuracy. We demonstrate, however, that the use of bilingual cut-off points yielded acceptable levels of diagnostic accuracy. The combination of SRep tasks in L1/Russian and L2/Hebrew yielded the highest overall accuracy (i.e., 94%), but even SRep alone in L2/Hebrew showed excellent levels of sensitivity (i.e., 100%) and specificity (i.e., 89%), reaching 91% of total diagnostic accuracy. CONCLUSIONS & IMPLICATIONS The results are very promising for identifying SLI in bilingual children and for showing that testing in the majority language with bilingual cut-off points can provide an accurate classification.
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Park H, Schwarz I. The influence of language proficiency on language-based processing skills: evidence from Korean–English bilingual children. SPEECH, LANGUAGE AND HEARING 2016. [DOI: 10.1080/2050571x.2016.1169623] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Lee FSF, Young SEL, Chastan M, Tan SH. Vocabulary development of bilingual toddlers with cleft lip and/or palate. SPEECH LANGUAGE AND HEARING 2016. [DOI: 10.1080/2050571x.2015.1133038] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Guiberson M, Rodríguez BL. Nonword Repetition in Spanish-Speaking Toddlers with and without Early Language Delays. Folia Phoniatr Logop 2016; 67:253-8. [DOI: 10.1159/000442745] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2015] [Accepted: 11/25/2015] [Indexed: 11/19/2022] Open
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Duncan TS, Paradis J. English Language Learners' Nonword Repetition Performance: The Influence of Age, L2 Vocabulary Size, Length of L2 Exposure, and L1 Phonology. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2016; 59:39-48. [PMID: 26580298 DOI: 10.1044/2015_jslhr-l-14-0020] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2014] [Accepted: 06/14/2015] [Indexed: 06/05/2023]
Abstract
PURPOSE This study examined individual differences in English language learners' (ELLs) nonword repetition (NWR) accuracy, focusing on the effects of age, English vocabulary size, length of exposure to English, and first-language (L1) phonology. METHOD Participants were 75 typically developing ELLs (mean age 5;8 [years;months]) whose exposure to English began on average at age 4;4. Children spoke either a Chinese language or South Asian language as an L1 and were given English standardized tests for NWR and receptive vocabulary. RESULTS Although the majority of ELLs scored within or above the monolingual normal range (71%), 29% scored below. Mixed logistic regression modeling revealed that a larger English vocabulary, longer English exposure, South Asian L1, and older age all had significant and positive effects on ELLs' NWR accuracy. Error analyses revealed the following L1 effect: onset consonants were produced more accurately than codas overall, but this effect was stronger for the Chinese group whose L1s have a more limited coda inventory compared with English. CONCLUSION ELLs' NWR performance is influenced by a number of factors. Consideration of these factors is important in deciding whether monolingual norm referencing is appropriate for ELL children.
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Boerma T, Chiat S, Leseman P, Timmermeister M, Wijnen F, Blom E. A Quasi-Universal Nonword Repetition Task as a Diagnostic Tool for Bilingual Children Learning Dutch as a Second Language. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2015; 58:1747-60. [PMID: 26444988 DOI: 10.1044/2015_jslhr-l-15-0058] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2015] [Accepted: 07/27/2015] [Indexed: 05/28/2023]
Abstract
PURPOSE This study evaluated a newly developed quasi-universal nonword repetition task (Q-U NWRT) as a diagnostic tool for bilingual children with language impairment (LI) who have Dutch as a 2nd language. The Q-U NWRT was designed to be minimally influenced by knowledge of 1 specific language in contrast to a language-specific NWRT with which it was compared. METHOD One hundred twenty monolingual and bilingual children with and without LI participated (30 per group). A mixed-design analysis of variance was used to investigate the effects of LI and bilingualism on the NWRTs. Receiver operating characteristic analyses were conducted to evaluate the instruments' diagnostic value. RESULTS Large negative effects of LI were found on both NWRTs, whereas negative effects of bilingualism only occurred on the language-specific NWRT. Both instruments had high clinical accuracy in the monolingual group, but only the Q-U NWRT had high clinical accuracy in the bilingual group. CONCLUSIONS This study indicates that the Q-U NWRT is a promising diagnostic tool to help identify LI in bilingual children learning Dutch as a 2nd language. The instrument was clinically accurate in both a monolingual and bilingual group of children and seems better able to disentangle LI from language disadvantage than more language-specific measures.
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Gibson TA, Summers C, Peña ED, Bedore LM, Gillam RB, Bohman TM. The role of phonological structure and experience in bilingual children's nonword repetition performance. BILINGUALISM (CAMBRIDGE, ENGLAND) 2015; 18:551-560. [PMID: 36157200 PMCID: PMC9495270 DOI: 10.1017/s1366728914000248] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The current study examined the influence of phonological structure and language experience on the nonword repetition performance of bilingual children. Twenty-six Spanish-dominant and 26 English-dominant Spanish-English bilingual five-year-old children were matched on current exposure to the dominant language and year of first exposure to English. Participants repeated non-wordlike nonwords in English and Spanish. The Spanish-dominant group performed better than the English-dominant group for both Spanish and English nonwords. In addition, there was a main effect for test language, where Spanish nonwords were produced more accurately than English nonwords overall. The Spanish-dominant group advantage for nonwords is interpreted as emerging from the extra practice the dominant Spanish speakers had producing multisyllabic words.
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Kashinath S, Pearman A, Canales A. Using Technology to Facilitate Authentic Assessment of Bilingual Preschool Children. ACTA ACUST UNITED AC 2015. [DOI: 10.1044/cds22.1.15] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
An increasing number of children in preschools and schools around the country are from culturally and linguistically diverse backgrounds and speak multiple languages. However, clinicians are often challenged in conducting least-biased assessments of bilingual children, which often results in over-referral or under- referral of these children to special education and related services. Utilizing naturalistic and authentic assessment of child language such as language sampling is a recommended approach to augment traditional assessments in clinical settings. The Language ENvironment Analysis (LENA) technology offers clinicians a time-and cost effective means to gathering representative language samples across home and school environments to help determine the presence of speech-language impairment in young bilingual children. We describe an exploratory study using the LENA with five Spanish-English bilingual children to identify the accuracy of traditionally transcribed child word counts as compared to the automated child vocalization analyses obtained through the LENA. Results indicate the need for more research to fully explore the clinical utility of this technology for assessment of bilingual children.
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Affiliation(s)
- Shubha Kashinath
- Department of Communicative Sciences and Disorders, California State University East BayHayward, CA
| | - Aubrey Pearman
- Department of Communicative Sciences and Disorders, California State University East BayHayward, CA
| | - Andrea Canales
- Department of Communicative Sciences and Disorders, California State University East BayHayward, CA
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Méndez LI, Crais ER, Castro DC, Kainz K. A culturally and linguistically responsive vocabulary approach for young Latino dual language learners. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2015; 58:93-106. [PMID: 25480450 PMCID: PMC6195052 DOI: 10.1044/2014_jslhr-l-12-0221] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2012] [Revised: 04/17/2013] [Accepted: 10/13/2014] [Indexed: 05/30/2023]
Abstract
PURPOSE This study examined the role of the language of vocabulary instruction in promoting English vocabulary in preschool Latino dual language learners (DLLs). The authors compared the effectiveness of delivering a single evidence-informed vocabulary approach using English as the language of vocabulary instruction (English culturally responsive [ECR]) versus using a bilingual modality that strategically combined Spanish and English (culturally and linguistically responsive [CLR]). METHOD Forty-two DLL Spanish-speaking preschoolers were randomly assigned to the ECR group (n=22) or CLR group (n=20). Thirty English words were presented during small-group shared readings in their preschools 3 times a week for 5 weeks. Multilevel models were used to examine group differences in postinstruction scores on 2 Spanish and 2 English vocabulary assessments at instruction end and follow-up. RESULTS Children receiving instruction in the CLR bilingual modality had significantly higher posttest scores (than those receiving the ECR English-only instruction) on Spanish and English vocabulary assessments at instruction end and on the Spanish vocabulary assessment at follow-up, even after controlling for preinstruction scores. CONCLUSIONS The results provide additional evidence of the benefits of strategically combining the first and second language to promote English and Spanish vocabulary development in this population. Future directions for research and clinical applications are discussed.
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Affiliation(s)
| | | | | | - Kirsten Kainz
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill
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Peña ED, Bedore LM, Kester ES. Discriminant accuracy of a semantics measure with Latino English-speaking, Spanish-speaking, and English-Spanish bilingual children. JOURNAL OF COMMUNICATION DISORDERS 2015; 53:30-41. [PMID: 25573288 PMCID: PMC5858189 DOI: 10.1016/j.jcomdis.2014.11.001] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2013] [Revised: 10/18/2014] [Accepted: 11/23/2014] [Indexed: 05/19/2023]
Abstract
UNLABELLED We explored classification accuracy of English and Spanish versions of an experimental semantic language measure with functional monolingual-bilingual children with and without language impairment. A total of 441 children participated, including 78 balanced bilinguals (15 with language impairment, 63 with typical development); 179 monolingual Spanish (36 with language impairment, 143 with typical development); and 183 monolingual English (49 with language impairment, 134 with typical development) children between 4;0 and 6;11 years. Cut points derived for functionally monolingual children were applied to bilinguals to assess the predictive accuracy of English and Spanish semantics. Correct classification of English monolinguals and Spanish monolinguals was 81%. Discriminant analysis yielded 76% and 90% correct classification for balanced bilingual children in English and Spanish respectively. This semantics-based measure has fair to good classification accuracy for functional monolinguals and for Spanish-English bilingual children when one language is tested. LEARNING OUTCOMES As a result of this study, the reader will describe advantages of lexical-semantic tasks for identification of language impairment. They will be able to describe procedures for conceptual scoring and identify its benefits. Readers will also gain an understanding of similarities and differences in bilingual and monolingual performance on a semantics task in Spanish and English.
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Affiliation(s)
- Elizabeth D Peña
- Communication Sciences and Disorders, University of Texas at Austin, United States.
| | - Lisa M Bedore
- Communication Sciences and Disorders, University of Texas at Austin, United States
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Ebert KD, Pham G, Kohnert K. Lexical profiles of bilingual children with primary language impairment. BILINGUALISM (CAMBRIDGE, ENGLAND) 2014; 17:766-783. [PMID: 25404865 PMCID: PMC4231302 DOI: 10.1017/s1366728913000825] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
This study used lexical tasks to examine associations between languages, tasks, and age in bilingual children with primary language impairment. Participants (n = 41, mean age 8;8 years) lived in the United States, spoke primarily Spanish (L1) at home and English (L2) at school, and were identified with moderate to severe impairments in both languages. A total of eight tasks (four in each language) measured breadth of vocabulary knowledge (receptive and expressive vocabulary) and aspects of lexical processing (rapid automatic naming and nonword repetition). Correlational analyses revealed older children outperformed younger children on lexical tasks in L2 but not L1, as well as relative L2 dominance for most individuals and tasks. Positive associations were found between languages on processing-based tasks but not vocabulary measures. Findings were consistent with literature on typical bilingual learners, albeit with a notable increased risk of plateau in L1 growth. Results are interpreted within a Dynamic Systems framework.
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Moyle MJ, Heilmann JJ, Finneran DA. The role of dialect density in nonword repetition performance: an examination with at-risk African American preschool children. CLINICAL LINGUISTICS & PHONETICS 2014; 28:682-696. [PMID: 24490787 DOI: 10.3109/02699206.2014.882990] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
The Nonword Repetition Task (NRT) is considered to be a less-biased language measure for children from cultural minority groups. In the current study, we examined NRT performance of 50 at-risk, preschool-age children who spoke African American English (AAE). In addition to the NRT, measures included AAE dialect density and several standardised language tests. The primary aim was to determine significant contributors to NRT performance. We hypothesised that the language measures would significantly contribute to NRT performance while dialect density would be an insignificant contributor. Contrary to our predictions, dialect density was a unique and significant predictor of NRT performance (in addition to phonological awareness), while the language measures were not significant predictors. The current findings cast doubt on categorising the NRT as a less-biased language assessment for AAE-speaking preschoolers; however, the NRT may have potential as a screener for identifying preschoolers at risk for delays in literacy acquisition.
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Affiliation(s)
- Maura Jones Moyle
- Department of Speech Pathology and Audiology, Marquette University , Milwaukee, WI , USA
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Kan PF, Sadagopan N, Janich L, Andrade M. Effects of speech practice on fast mapping in monolingual and bilingual speakers. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2014; 57:929-941. [PMID: 24167242 DOI: 10.1044/2013_jslhr-l-13-0045] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
PURPOSE This study examines the effects of the levels of speech practice on fast mapping in monolingual and bilingual speakers. METHOD Participants were 30 English-speaking monolingual and 30 Spanish-English bilingual young adults. Each participant was randomly assigned to 1 of 3 practice conditions prior to the fast-mapping task: (a) intensive speech practice, (b) moderate speech practice, or (c) no practice. In a fast-mapping experiment, each participant was briefly exposed to novel objects and their corresponding novel words. Participants' knowledge of the target novel words was assessed immediately after the exposures. RESULTS There were significant effects of speech practice on fast mapping for both monolingual and bilingual adults. It is important to note that participants' language experience also played a role in their fast-mapping performance. CONCLUSION The findings suggest that speech practice, interacting with language experience, facilitates the processes for fast mapping.
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Thordardottir E. The typical development of simultaneous bilinguals. INPUT AND EXPERIENCE IN BILINGUAL DEVELOPMENT 2014. [DOI: 10.1075/tilar.13.08tho] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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Simon-Cereijido G, Gutiérrez-Clellen VF, Sweet M. Predictors of growth or attrition of the first language in Latino children with specific language impairment. APPLIED PSYCHOLINGUISTICS 2013; 34:1219-1243. [PMID: 24489415 PMCID: PMC3904461 DOI: 10.1017/s0142716412000215] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
We investigated the factors that may help understand the differential rates of language development in the home language (i.e., Spanish) of Latino preschoolers with specific language impairment (SLI). Children were randomly assigned to either bilingual or English-only small group interventions and followed from preschool to kindergarten. Predictors of Spanish growth included the language of intervention, the child's level of language development or severity, the child's socio-emotional skills, and the child's level of English use. Spanish performance outcomes were assessed over time using a series of longitudinal models with baseline and post-treatment measures nested within child. Children demonstrated growth on Spanish outcomes over time. The language of instruction and the child's level of vocabulary and socio-emotional development at baseline were significant predictors of differences in rates of growth in the home language. Clinicians may need to take into consideration these factors when making clinical recommendations.
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Affiliation(s)
| | | | - Monica Sweet
- Department of Psychology, University of California, San Diego
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Lee HJ, Kim YT, Yim D. Non-word repetition performance in Korean-English bilingual children. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2013; 15:375-382. [PMID: 23336827 DOI: 10.3109/17549507.2012.752866] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
The goals of this research were (1) to compare bilingual and monolingual children on Korean non-word repetition performance, and (2) to examine the relations between non-word repetition and vocabulary skills in bilingual and monolingual children. Sixty children aged from 3-5 years participated in this study, including 30 Korean-English bilinguals and 30 Korean monolinguals. The Korean-English bilingual children were sequential bilinguals who spoke Korean at home and English at school. Children were tested on a non-word repetition task and their Korean and English vocabulary skills were measured by standardized tests. The results showed that bilingual children were significantly lower on standardized vocabulary scores (p < .01). However, there was no difference between bilinguals and monolinguals on non-word repetition performance. Correlation analyses showed a significant association between non-word repetition performance and vocabulary skills of the tested language in both groups, while the association between non-word repetition and age was significant in the monolingual group. These results demonstrated that the non-word repetition task measures general language learning ability and is a sensitive predictor of vocabulary skills in linguistically diverse children.
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Affiliation(s)
- Hyun Jung Lee
- Department of Communication Disorders, Ewha Womans University, 11-1 Daehyun-dong, Seodaemun-gu, Seoul, South Korea
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Paradis J, Schneider P, Duncan TS. Discriminating children with language impairment among English-language learners from diverse first-language backgrounds. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2013; 56:971-81. [PMID: 23275391 DOI: 10.1044/1092-4388(2012/12-0050)] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
PURPOSE In this study, the authors sought to determine whether a combination of English-language measures and a parent questionnaire on first-language development could adequately discriminate between English-language learners (ELLs) with and without language impairment (LI) when children had diverse first-language backgrounds. METHOD Participants were 152 typically developing (TD) children and 26 children with LI; groups were matched for age (M = 5;10 [years;months]) and exposure to English (M = 21 months). Children were given English standardized tests of nonword repetition, tense morphology, narrative story grammar, and receptive vocabulary. Parents were given a questionnaire on children's first-language development. RESULTS ELLs with LI had significantly lower scores than the TD ELLs on the first-language questionnaire and all the English-language measures except for vocabulary. Linear discriminant function analyses showed that good discrimination between the TD and LI groups could be achieved with all measures, except vocabulary, combined. The strongest discriminator was the questionnaire, followed by nonword repetition and tense morphology. CONCLUSION Discrimination of children with LI among a diverse group of ELLs might be possible when using a combination of measures. Children with LI exhibit deficits in similar linguistic/cognitive domains regardless of whether English is their first or second language.
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Restrepo MA, Morgan GP, Thompson MS. The efficacy of a vocabulary intervention for dual-language learners with language impairment. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2013. [PMID: 23690568 DOI: 10.1044/1092-4388(2012/11-0173)] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
PURPOSE In this study, the authors evaluated the efficacy of a Spanish-English versus English-only vocabulary intervention for dual-language learners (DLLs) with language impairment compared to mathematics intervention groups and typically developing controls with no intervention. Further, in this study the authors also examined whether the language of instruction affected English, Spanish, and conceptual vocabulary differentially. METHOD The authors randomly assigned 202 preschool DLLs with language impairment to 1 of 4 conditions: bilingual vocabulary, English-only vocabulary, bilingual mathematics, or English-only mathematics. Fifty-four DLLs with typical development received no intervention. The vocabulary intervention consisted of a 12-week small-group dialogic reading and hands-on vocabulary instruction of 45 words. Postintervention group differences and linear growth rates were examined in conceptual, English, and Spanish receptive and expressive vocabulary for the 45 treatment words. RESULTS Results indicate that the bilingual vocabulary intervention facilitated receptive and expressive Spanish and conceptual vocabulary gains in DLLs with language impairment compared with the English vocabulary intervention, mathematics intervention, and no-intervention groups. The English-only vocabulary intervention differed significantly from the mathematics condition and no-intervention groups on all measures but did not differ from the bilingual vocabulary intervention. Vocabulary growth rates postintervention slowed considerably. Results support the idea that bilingual interventions support native- and second-language vocabulary development. CONCLUSION English-only intervention supports only English. Use of repeated dialogic reading and hands-on activities facilitates vocabulary acquisition.
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Guiberson M, Rodríguez BL. Classification Accuracy of Nonword Repetition When Used With Preschool-Age Spanish-Speaking Children. Lang Speech Hear Serv Sch 2013. [DOI: 10.1044/0161-1461(2012/12-0009)] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
The purpose of the present study was to (a) describe and compare the nonword repetition (NWR) performance of preschool-age Spanish-speaking children (3- to 5-year-olds) with and without language impairment (LI) across 2 scoring approaches and (b) to contrast the classification accuracy of a Spanish NWR task when item-level and percentage of phonemes correct (PPC) scoring methods are applied.
Method
Forty-four Spanish-speaking children participated. Twenty-one children had LI and 23 had typically developing (TD) language. Children were administered a Spanish NWR task and a standardized Spanish language measure.
Results
A developmental pattern in NWR performance was observed, and the children with LI had NWR scores that were significantly lower than those of the TD children. Whereas item-level scoring of NWR items indicated acceptable levels of sensitivity and specificity and suggested positive and negative likelihood ratios, PPC scoring of NWR items resulted in less than desirable levels of sensitivity and adequate specificity.
Conclusion
Item-level scoring of 3- to 5-syllable Spanish NWR items may be useful as part of an assessment battery for preschool-age Spanish-speaking children.
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Thordardottir E, Brandeker M. The effect of bilingual exposure versus language impairment on nonword repetition and sentence imitation scores. JOURNAL OF COMMUNICATION DISORDERS 2013; 46:1-16. [PMID: 23021785 DOI: 10.1016/j.jcomdis.2012.08.002] [Citation(s) in RCA: 76] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2011] [Revised: 06/26/2012] [Accepted: 08/16/2012] [Indexed: 06/01/2023]
Abstract
PURPOSE Nonword repetition (NWR) and sentence imitation (SI) are increasingly used as diagnostic tools for the identification of Primary Language Impairment (PLI). They may be particularly promising diagnostic tools for bilingual children if performance on them is not highly affected by bilingual exposure. Two studies were conducted which examined (1) the effect of amount of bilingual exposure on performance on French and English nonword repetition and sentence imitation in 5-year-old French-English bilingual children and (2) the diagnostic accuracy of the French versions of these measures and of receptive vocabulary in 5-year-old monolingual French-speakers and bilingual speakers with and without PLI, carefully matched on language exposure. METHOD Study 1 included 84 5-year-olds acquiring French and English simultaneously, differing in their amount of exposure to the two languages but equated on age, nonverbal cognition and socio-economic status. Children were administered French and English tests of NWR and SI. In Study 2, monolingual and bilingual children with and without PLI (four groups, n=14 per group) were assessed for NWR, SI, and receptive vocabulary in French to determine diagnostic accuracy. RESULTS Study 1: Both processing measures, but in particular NWR, were less affected by previous exposure than vocabulary measures. Bilingual children with varying levels of exposure were unaffected by the length of nonwords. Study 2: In contrast to receptive vocabulary, NWR and SI correctly distinguished children with PLI from children with typical development (TD) regardless of bilingualism. Sensitivity levels were acceptable, but specificity was lower. CONCLUSIONS Bilingual children perform differently than children with PLI on NWR and SI. In contrast to children with PLI, bilingual children with a large range of previous exposure levels achieve high NWR scores and are unaffected by the length of the nonwords. LEARNING OUTCOMES Readers will recognize the effect of language input on the rate of language development, focusing specifically on how bilingual exposure affects the language learning of each language of bilingual children.
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Affiliation(s)
- Elin Thordardottir
- School of Communication Sciences and Disorders, McGill University, Montreal, Quebec, Canada.
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Young SEL, Purcell AA, Ballard KJ, Rickard Liow SJ, Da Silva Ramos S, Heard R. Bilingual children with nonsyndromic cleft lip and/or palate: language and memory skills. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2012; 55:1314-1328. [PMID: 22361101 DOI: 10.1044/1092-4388(2012/10-0320)] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
PURPOSE Research shows that monolingual children with cleft lip and/or palate (CLP) have a higher incidence of cognitive-linguistic deficits, but it is not clear whether bilingual preschool children with CLP are especially vulnerable because they need to acquire 2 languages. We tested the hypothesis that bilingual children with CLP score lower than bilingual children with typical development (TD) on receptive vocabulary, verbal memory, and visuospatial memory. METHOD Participants were 86 bilingual CLP children and 100 TD children 3-6 years of age, dominant in English or Mandarin. Each child completed assessments of English and Mandarin vocabulary, verbal and visuospatial short-term and working memory, hearing, and articulation. RESULTS With analysis of covariance controlling for age and dominant language, no group differences were found between the CLP and TD bilingual children, although a correlational analysis indicated discrepancies in the relationship between variables. CONCLUSIONS The findings do not support the hypothesis that preschool children with CLP score lower than preschool children with TD on receptive vocabulary and memory measures. Longitudinal research examining literacy skill development is needed to establish whether the deficits reported for school-age monolingual children with CLP become more obvious in bilingual children in later years, especially when the medium of instruction is the child's nondominant language.
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Gorman BK. Relationships between vocabulary size, working memory, and phonological awareness in Spanish-speaking English language learners. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2012; 21:109-123. [PMID: 22230176 DOI: 10.1044/1058-0360(2011/10-0063)] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
PURPOSE The goals of this study were to evaluate the impact of short-term phonological awareness (PA) instruction presented in children's first language (L1; Spanish) on gains in their L1 and second language (L2; English) and to determine whether relationships exist between vocabulary size, verbal working memory, and PA in Spanish-speaking English language learners (ELLs). METHOD Participants included 25 kindergartners who received PA instruction and 10 controls. A 2-way within-subjects repeated measures multivariate analysis of variance (MANOVA) was conducted to evaluate gains. Relationships between PA gains, Spanish and English vocabulary, and memory, as measured using nonword repetition and experimental working memory tasks, were analyzed using correlation and regression analyses. RESULTS Results indicated significant and equivalent gains in both languages of children in the experimental group and no gains in the control group. Spanish vocabulary size was significantly related to PA gains in both languages and was more strongly related to English gains than was English vocabulary size. The memory tasks predicted gains in each language in distinct ways. CONCLUSION Results support the conclusion that PA instruction and strong vocabulary skills in an individual's L1 benefit PA development in both the L1 and L2. Results also indicate that dynamic relationships exist between vocabulary size, storage and processing components of working memory, and PA development in both languages of ELLs.
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Gutiérrez-Clellen V, Simon-Cereijido G, Sweet M. Predictors of second language acquisition in Latino children with specific language impairment. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2012; 21:64-77. [PMID: 22230174 PMCID: PMC3379874 DOI: 10.1044/1058-0360(2011/10-0090)] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
PURPOSE This study evaluated the extent to which the language of intervention, the child's development in Spanish, and the effects of English vocabulary, use, proficiency, and exposure predict differences in the rates of acquisition of English in Latino children with specific language impairment (SLI). METHOD In this randomized controlled trial, 188 Latino preschoolers with SLI participated in a small-group academic enrichment program for 12 weeks and were followed up 3 and 5 months later. Children were randomly assigned to either a bilingual or an English-only program. Predictors of English growth included measures of Spanish language skills and English vocabulary, use, proficiency, and exposure. Performance on English outcomes (i.e., picture description and narrative sample) was assessed over time. A series of longitudinal models were tested via multilevel modeling with baseline and posttreatment measures nested within child. RESULTS Children demonstrated growth on the English outcomes over time. The language of intervention, Spanish skills, English vocabulary, and English use significantly predicted differences in rates of growth across children for specific measures of English development. CONCLUSIONS This study underscores the role of the child's first language skills, the child's level of English vocabulary development, and level of English use for predicting differences in English acquisition in Latino preschoolers with SLI. These factors should be carefully considered in making clinical decisions.
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