Phonological Assessment and Analysis of Bilingual Preschoolers' Spanish and English Word Productions

2014 ◽  
Vol 23 (2) ◽  
pp. 176-185 ◽  
Author(s):  
Raúl Francisco Prezas ◽  
Barbara Williams Hodson ◽  
Marlene Schommer-Aikins
Keyword(s):  
Head Start ◽  
Multivariate Analyses ◽  
English Word ◽  
Assessment Instruments ◽  
Typically Developing ◽  
Major Purpose ◽  
English Speaking ◽  
Head Start Programs ◽  
Preschool Boys ◽  
Better Than

Purpose The major purpose of this study was to examine Spanish and English phonological productions (patterns/deviations) of typically developing bilingual preschool children. Phonological scores were compared in order to determine if significant differences exist between (a) boys and girls, (b) 4- and 5-year-olds, and/or (c) their productions of Spanish and English words. Method Fifty-six bilingual 4- and 5-year-old children (27 boys and 29 girls) who attended Head Start programs named stimulus items for Spanish and English phonological assessment instruments that were similar in procedures and analyses. Results Multivariate analyses indicated no significant differences for phonological scores between boys and girls or between the 2 languages. Differences between the 4- and 5-year-olds, however, were significant, with the 5-year-olds performing better than the 4-year-olds. Liquid deviations and omissions of consonants in clusters/sequences were the most frequently occurring phonological deviations. Conclusions Phonological score differences between typically developing bilingual Spanish–English-speaking preschool boys and girls from similar backgrounds are not likely to be significant. Better phonological scores, however, can be expected for 5-year-olds than for 4-year-olds. Moreover, phonological deviation percentage scores of typically developing bilingual children for comparable Spanish and English assessment instruments are likely to be similar.

Concurrent Validity of a Parent Survey Measuring Communication Skills of Spanish Speaking Preschoolers with and without Delayed Language

2008 ◽  
Vol 15 (3) ◽  
pp. 73-81
Author(s):  
Mark Guiberson
Keyword(s):  
Head Start ◽  
Concurrent Validity ◽  
Primary Objective ◽  
Typically Developing ◽  
Parent Survey ◽  
Spanish Speaking ◽  
Ages And Stages Questionnaire ◽  
Head Start Programs ◽  
Area Of Concern ◽  
Pilot Version

Abstract Purpose: The primary objective of the current study was to examine the concurrent validity of a pilot version the Inventario-III (Pilot INV-III) involving parents of Spanish speaking preschoolers with and without delayed language (DL). Method: Fifteen parents of 3 year old children participated. Twelve children were typically developing (TD), while three had DL. All of the children attended Head Start programs. Parents completed two surveys, the Pilot INV-III and the Spanish Ages and Stages Questionnaire (Spanish ASQ) shortly after their child's third birthday. Results: The results indicated that the scores from the Spanish ASQ and the Pilot INV-III were significantly correlated, suggesting that these tools seem to be measuring comparable language skills. Furthermore, the DL group's scores on the Pilot INV-III subscales were much lower than the TD group. These results suggest that the Pilot INV-III may be useful clinically for screening purposes when the only area of concern is communication development. Conclusions: Limitations and implications for practice and research are presented.

Examining the Role of Language in Play Among Children With and Without Developmental Disabilities

2020 ◽  
Vol 51 (3) ◽  
pp. 795-806 ◽  
Author(s):  
Elizabeth J. Short ◽  
Rachael Cooper Schindler ◽  
Rita Obeid ◽  
Maia M. Noeder ◽  
Laura E. Hlavaty ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Autism Spectrum ◽  
Free Play ◽  
Group Differences ◽  
Typically Developing ◽  
Play Skills ◽  
Critical Aspect ◽  
Hyperactivity Disorder ◽  
Better Than

Purpose Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and behavioral presentations. Method Ninety-three children participated in this study (typically developing [TD]; n = 23, developmental language disorders [DLD]; n = 24, attention-deficit/hyperactivity disorder [ADHD]; n = 26, and autism spectrum disorder [ASD]; n = 20). Children were videotaped engaging in free-play. Children's symbolic play (imagination, organization, elaboration, and comfort) was scored under conditions of both audible language and no audible language to assess diagnostic group differences in play and whether audible language impacted raters' perception of play. Results Significant differences in play were evident across diagnostic groups. The presence of language did not alter play ratings for the TD group, but differences were found among the other diagnostic groups. When language was audible, children with DLD and ASD (but not ADHD) were scored poorly on play compared to their TD peers. When language was not audible, children with DLD were perceived to play better than when language was audible. Conversely, children with ADHD showed organizational deficits when language was not available to support their play. Finally, children with ASD demonstrated poor play performance regardless of whether language was audible or not. Conclusions Language affects our understanding of play skills in some young children. Parents, researchers, and clinicians must be careful not to underestimate or overestimate play based on language presentation. Differential skills in language have the potential to unduly influence our perceptions of play for children with developmental disabilities.

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

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