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A Comparison of the Storage-Only Deficit and Joint Mechanism Deficit Hypotheses of the Verbal Working Memory Storage Capacity Limitation of Children with Developmental Language Disorder
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In: Communicative Disorders and Deaf Education Faculty Publications (2019)
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Conversational Alignment: A Study of Neural Coherence and Speech Entrainment
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In: All Graduate Plan B and other Reports (2016)
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Cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese
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In: Communicative Disorders and Deaf Education Faculty Publications (2016)
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“Whatdunit?” Developmental changes in children's syntactically based sentence interpretation abilities and sensitivity to word order
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In: Communicative Disorders and Deaf Education Faculty Publications (2015)
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Content andForm Interactions in the Narratives of Children with Specific Language Impairment
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In: Communicative Disorders and Deaf Education Faculty Publications (2011)
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The Effects of Literate Narrative Intervention on Children with Neurologically Based Language Impairments: An Early State Study
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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Bilingual Performanceon Nonword Repetition in Spanish and English
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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Abstract:
Background: Nonword repetition (NWR) involves the ability to perceive, store, recall and reproduce phonological sequences. These same abilities play a role in word and morpheme learning. Cross-linguistic studies of performance on NWR tasks, word learning, and morpheme learning yield patterns of increased performance on all three tasks as a function of age and language experience. These results are consistent with the idea that there may be universal information-processing mechanisms supporting language learning. Because bilingual children's language experience is divided across two languages, studying performance in two languages on NWR could inform one's understanding of the relationship between information processing and language learning. Aims: The primary aims of this study were to compare bilingual language learners' recall of Spanish-like and English-like items on NWR tasks and to assess the relationships between performance on NWR, semantics, and morphology tasks. Methods & procedures: Sixty-two Hispanic children exposed to English and Spanish were recruited from schools in central Texas, USA. Their parents reported on the children's input and output in both languages. The children completed NWR tasks and short tests of semantics and morphosyntax in both languages. Mixed-model analysis of variance was used to explore direct effects and interactions between the variables of nonword length, language experience, language outcome measures, and cumulative exposure on NWR performance. Outcomes & results: Children produced the Spanish-like nonwords more accurately than the English-like nonwords. NWR performance was significantly correlated to cumulative language experience in both English and Spanish. There were also significant correlations between NWR and morphosyntax but not semantics. Conclusions & implications: Language knowledge appears to play a role in the task of NWR. The relationship between performance on morphosyntax and NWR tasks indicates children rely on similar language-learning mechanisms to mediate these tasks. More exposure to Spanish may increase abilities to repeat longer nonwords. This knowledge may shift across levels of bilingualism. Further research is needed to understand this relationship, as it is likely to have implications for language teaching or intervention for children with language impairments.
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Keyword:
Bilingual Performane; Communication Sciences and Disorders; Nonword Repetition; Spanish and English; Speech Pathology and Audiology
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URL: https://digitalcommons.usu.edu/comd_facpub/35
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Speaking Rate Characteristicsof Elementary-School-Aged Children Who Do and Do not Stutter
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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What YouHear and What You Say: Language Performance in Early Sequential Spanish EnglishBilinguals
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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Language Sample Measures andLanguage Ability in Spanish English Bilingual Kindergarteners
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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The Expressive Elaboration of Imaginative Narratives by Children with Specific Language Impairment.
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In: Communicative Disorders and Deaf Education Faculty Publications (2009)
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The Effects of Fast ForWord-Language on the Phonemic Awareness and Reading Skills of School-Age Children with Language Impairments and Poor Reading Skills.
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In: Communicative Disorders and Deaf Education Faculty Publications (2009)
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Language Intervention Practices with School-Age Children with Spoken Language Disorders: A Systematic Review.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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Noun Phrase Elaboration in Children’s Spoken Stories.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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The Efficacy of Fast ForWord-Language Intervention in School-Age Children with Language Impairment: A Randomized Clinical Trial.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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Retelling a Script-Based Story: Do Children with and without Language Impairments Focus on Script and Story Elements?
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In: Communicative Disorders and Deaf Education Faculty Publications (2007)
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The Role of Clinical Judgments of Modifiabilityin the Diagnosis of Language Impairment
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In: Communicative Disorders and Deaf Education Faculty Publications (2007)
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Making Evidence-Based Decisions about Child Language Intervention in Schools.
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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The Index of Narrative Micro-Structure (INMIS): A Clinical Tool for Analyzing School-Age Children’s Narrative Performance.
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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Training in Phonological AwarenessGeneralizes to Phonological Working Memory: A Preliminary Investigation
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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