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The Disfluent Speech of Bilingual Spanish–English Children: Considerations for Differential Diagnosis of Stuttering
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42 |
Assessment of language impairment in bilingual children using semantic tasks: two languages classify better than one
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43 |
Lexical revisions and filled pauses : associations with vocabulary knowledge in bilingual children
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44 |
Speech revisions in monolingual English and Spanish-English bilingual children
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45 |
Phonological intervention as a means for word learning : a cross-modal case study
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47 |
The role of vocabulary knowledge for tongue twister repetition in bilingual children with and without language impairment
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Abstract:
text ; This study evaluates the relationship between semantic and phonological representations via the comparison of vocabulary knowledge and tongue twister performance in 34 bilingual Spanish-English children with and without language impairment (LI). In Spanish and English, scores and error analyses for eight four-word tongue twisters were compared to their vocabulary scores on the Expressive One-Word Picture Vocabulary Test (EOWPVT). Results indicated the typically developing (TD) group outperformed the group with LI in all areas. Positive significant correlations occurred between vocabulary knowledge and tongue twister performance in both languages and negative significant correlations between vocabulary knowledge and specific tongue twister error types demonstrated cross-language and cross-group discrepancies. These results imply that semantic knowledge and language experience and exposure influence bilingual children's performance on tongue twisters repetition tasks. ; Communication Sciences and Disorders
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Keyword:
Bilingual Spanish-English; Language impairment; Tongue twisters; Vocabulary knowledge
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URL: http://hdl.handle.net/2152/31812 https://doi.org/10.15781/T2MK75
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48 |
Speech and language development for children adopted internationally after age 3 : two clinical case studies
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49 |
The significance of siblings on language development in bilingual Spanish-English children
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50 |
Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students
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53 |
Bilingual children’s use of lexical strategies under narrative monologue and dialogue conditions
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54 |
The Receptive–Expressive Gap in Bilingual Children With and Without Primary Language Impairment
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55 |
Identification of Specific Language Impairment in Bilingual Children: I. Assessment in English
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56 |
Discriminant accuracy of a semantics measure with Latino English-speaking, Spanish speaking, and English-Spanish bilingual children
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57 |
The Receptive-Expressive Gap In Bilingual Children With And Without Primary Language Impairment
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58 |
Measures of narrative performance in Spanish-speaking children on the test of narrative language-Spanish
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59 |
Examining language patterns and growth of "at risk" bilingual children
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