Cross-Language Nonword Repetition by Bilingual and Monolingual Children

Autor/inn/en	Windsor, Jennifer; Kohnert, Kathryn; Lobitz, Kelann F.; Pham, Giang T.
Titel	Cross-Language Nonword Repetition by Bilingual and Monolingual Children
Quelle	In: American Journal of Speech-Language Pathology, 19 (2010) 4, S.298-310 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2010/09-0064)
Schlagwörter	Language Impairments; Monolingualism; Language Enrichment; Bilingualism; Identification; English; Spanish; Correlation; Speech Language Pathology; Special Education; Task Analysis; Preschool Education; Primary Education; Children; Minnesota; United States + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Bilingualismus; Identifikation; Identifizierung; English language; Englisch; Spanisch; Korrelation; Special needs education; Sonderpädagogik; Sonderschulwesen; Aufgabenanalyse; Pre-school education; Vorschulerziehung; Primarbereich; Child; Kind; Kinder; USA
Abstract	Purpose: Identifying children with primary or specific language impairment (LI) in languages other than English continues to present a diagnostic challenge. This study examined the utility of English and Spanish nonword repetition (NWR) to identify children known to have LI. Method: Participants were 4 groups of school-age children (N = 187). There were 2 typically developing groups: proficient Spanish-English sequential bilinguals and monolingual English speakers. There were 2 groups of children with LI, one Spanish-English and the other monolingual English speakers. Children participated in both English and Spanish NWR. Results: Children's NWR performance was significantly correlated across languages. In English NWR, the 2 groups with LI had lower accuracy at the longest syllable length than the 2 typically developing groups. In Spanish NWR, monolingual children with LI had lower repetition accuracy than bilingual children with LI and typical monolingual children, with all 3 groups outperformed by the typical bilingual group. Likelihood ratios indicated adequate diagnostic power only for English NWR in ruling out the typical bilingual children as showing LI. Conclusion: The results demonstrate that NWR performance relies on the dual influences of LI and native language experience. However, it remains possible that NWR is useful in a composite marker for LI. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10