Predictors of Growth or Attrition of the First Language in Latino Children with Specific Language Impairment

Autor/inn/en	Simon-Cereijido, Gabriela; Gutierrez-Clellen, Vera F.; Sweet, Monica
Titel	Predictors of Growth or Attrition of the First Language in Latino Children with Specific Language Impairment
Quelle	In: Applied Psycholinguistics, 34 (2013) 6, S.1219-1243 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716412000215
Schlagwörter	Language Skill Attrition; Psycholinguistics; Language Acquisition; Spanish; Language Impairments; Native Language; Hispanic American Students; Intervention; English (Second Language); Second Language Learning; Interpersonal Competence; Emotional Development; Severity (of Disability); Predictor Variables; Language Usage; Vocabulary Development; Kindergarten; Preschool Children; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Sprachverfall; Psycholinguistik; Sprachaneignung; Spracherwerb; Spanisch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interpersonale Kompetenz; Gefühlsbildung; Schweregrad; Prädiktor; Sprachgebrauch; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
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. 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 socioemotional 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 posttreatment measures nested within child. Children demonstrated growth on Spanish outcomes over time. The language of instruction and the child's level of vocabulary and socioemotional 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10