scholarly journals Utility of a Language Screening Measure for Predicting Risk for Language Impairment in Bilinguals

2015 ◽  
Vol 24 (3) ◽  
pp. 426-437 ◽  
Author(s):  
Mirza J. Lugo-Neris ◽  
Elizabeth D. Peña ◽  
Lisa M. Bedore ◽  
Ronald B. Gillam
Keyword(s):  
Language Impairment ◽  
Bilingual Children ◽  
Typically Developing ◽  
Screening Measure ◽  
English Bilingual ◽  
Discriminant Analyses ◽  
Language Screening ◽  
Larger Sample

Purpose This study evaluated the accuracy of an experimental version of the Bilingual English Spanish Oral Screener (BESOS; Peña, Bedore, Iglesias, Gutiérrez-Clellen, & Goldstein, 2008) for predicting the long-term risk for language impairment (LI) for a matched group of preschool-aged Spanish–English bilingual children with and without LI. Method A total of 1,029 Spanish–English bilingual children completed the BESOS before entering kindergarten. A subset of 167 participants completed a follow-up language evaluation in 1st grade. Twenty-one of these children were identified as having LI and were matched to a group of 21 typically developing peers from the larger sample. A series of discriminant analyses were used to determine the combination of scores on the BESOS that most accurately predicted 2 years later which children presented with and without LI. Results The linear combination of the semantics and morphosyntax scores in the best language resulted in predictive sensitivity of 95.2% and predictive specificity of 71.4%, with an overall accuracy of 81% for predicting risk for LI. Conclusion A bilingual language screener administered before kindergarten can be useful for predicting risk for LI in bilingual children in 1st grade.

scholarly journals BILINGUAL CHILDREN’S PHONOLOGY SHOWS EVIDENCE OF TRANSFER, BUT NOT DECELERATION IN THEIR L1

2019 ◽  
Vol 42 (1) ◽  
pp. 89-114
Author(s):  
Marta Marecka ◽  
Magdalena Wrembel ◽  
Agnieszka Otwinowska ◽  
Jakub Szewczyk ◽  
Natalia Banasik-Jemielniak ◽  
...  
Keyword(s):  
Language Impairment ◽  
Bilingual Children ◽  
Typically Developing ◽  
Phonological Acquisition ◽  
Vocabulary Size ◽  
The United Kingdom ◽  
English Bilingual ◽  
Show Evidence ◽  
Bilingual Language Development ◽  
Children Speech

AbstractBilingual language development might be characterized by transfer, deceleration, and/or acceleration, the first two being relevant for the language impairment diagnosis. Studies on bilingual children’s productive phonology show evidence of transfer, but little is known about deceleration in this population. Here, we focused on phonological transfer and deceleration in L1 speech of typically developing Polish-English bilingual children of Polish migrants to the United Kingdom (aged 4.7–7). We analyzed L1 speech samples of 30 bilinguals and 2 groups of Polish monolinguals, matched to the bilinguals on age or vocabulary size. We found that bilingual children’ speech (both simultaneous and early sequential) was characterized by transfer, but not by deceleration, suggesting that while phonological deceleration phases out in children above the age of 4.7, transfer does not. We discuss our findings within the PRIMIR model of bilingual phonological acquisition (Curtin et al., 2011) and show their implications for SLT practices.

English Past Tense Use in Bilingual Children With Language Impairment

2005 ◽  
Vol 14 (4) ◽  
pp. 313-323 ◽  
Author(s):  
Peggy F. Jacobson ◽  
Richard G. Schwartz
Keyword(s):  
Language Impairment ◽  
Bilingual Children ◽  
Past Tense ◽  
Typically Developing ◽  
Language Differences ◽  
Error Patterns ◽  
History Of ◽  
English Speaking ◽  
Irregular Verbs ◽  
Verb Categories

Grammatical measures that distinguish language differences from language disorders in bilingual children are scarce. This study examined English past tense morphology in sequential bilingual Spanish/English-speaking children, age 7;0–9;0 (years;months). Twelve bilingual children with language impairment (LI) or history of LI and 15 typically developing (TD) bilingual children participated. Thirty-six instances of the past tense including regular, irregular, and novel verbs were examined using an elicited production task. By examining English past tense morphology in sequential bilinguals, we uncovered similarities and differences in the error patterns of TD children and children with LI. The groups differed in the overall accuracy of past tense use according to verb type, as well as the characteristic error patterns. Children with LI performed lower than their TD peers on all verb categories, with an interaction between verb type and group. TD children were better at producing regular verbs and exhibited more productive errors (e.g., overregularization). Conversely, children with LI performed relatively better on irregular verbs and poorest on novel verbs, and they exhibited more nonproductive errors (e.g., bare stem verbs). The results have important clinical implications for the assessment of morphological productivity in Spanish-speaking children who are learning English sequentially.

scholarly journals Side Effects Following Administration of the First Dose of Oxford-AstraZeneca’s Covishield Vaccine in Bangladesh: A Cross-Sectional Study

2021 ◽  
Vol 13 (4) ◽  
pp. 888-901
Author(s):  
Nishat Jahan ◽  
Fahad Imtiaz Rahman ◽  
Poushali Saha ◽  
Sadia Afruz Ether ◽  
ASM Roknuzzaman ◽  
...  
Keyword(s):  
Side Effects ◽  
Rapid Development ◽  
Age Groups ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Post Vaccination ◽  
Long Term Follow Up ◽  
Larger Sample

In response to the raging COVID-19 pandemic, Bangladesh started its vaccine administration in early 2021; however, due to the rapid development and launch of the vaccines in the market, many people had concerns regarding the safety of these vaccines. The purpose of this study was to evaluate the side effects that were experienced by the Bangladeshi residents after receiving the first dose of the Oxford-AstraZeneca’s Covishield vaccine (ChAdOx1nCoV-19). The study was conducted using both online and printed questionnaires and the data were analysed using SPSS. The results included the responses of 474 vaccine recipients from March–April 2021. Pain at the site of injection, fever, myalgia, fatigue and headache were the most commonly reported symptoms, and the overall side effects were found to be significantly more prevalent in the younger population (p ≤ 0.05). These findings were consistent with the results indicated by the clinical trial of ChAdOx1nCoV-19. Logistic regression analysis further revealed that compared to people aged 70 years or above, the incidence of reported side effects was significantly higher in people aged 18–30 years (odds ratio (OR) = 8.56), 31–40 years, (OR = 5.05), 41–50 years (OR = 4.08), 51–60 years (OR = 3.77) and 61–70 years (OR = 3.67). In addition, a significantly higher percentage of female participants suffered from post-vaccination side effects compared to males (OR = 1.51). It was concluded that the Covishield vaccine was well-tolerated among people of different age groups. Nevertheless, further long-term follow-up study with a larger sample size is warranted to establish the long-term safety of the COVID-19 vaccine.

Exploring the Use of Parent and Teacher Questionnaires to Screen for Language Disorders in Bilingual Children

2020 ◽  
pp. 027112142094230
Author(s):  
Amy S. Pratt ◽  
Ashley M. Adams ◽  
Elizabeth D. Peña ◽  
Lisa M. Bedore
Keyword(s):  
Language Disorder ◽  
Bilingual Children ◽  
Second Grade ◽  
Typical Development ◽  
Developmental Language Disorder ◽  
English Bilingual ◽  
Language Knowledge ◽  
Teacher Reports ◽  
Report Measure

We explore the classification accuracy of a parent and teacher report measure, the Inventory to Assess Language Knowledge (ITALK), to screen for developmental language disorder (DLD) in bilingual children. Participants included 120 Spanish English bilingual children with typical development (TD) and 19 bilingual children with DLD, ranging in age from 5 to 8 years old. Parents’ and teachers’ reports correlated moderately with each other and significantly predicted children’s performance on language-specific measures of morphosyntax and semantics. Results yielded sensitivity of .90 and specificity of .63 when using a composite of parent and teacher reports in Spanish and English. Examination of structure loadings in follow-up analyses by grade showed that teachers’ report of English and parents’ report of Spanish were the strongest predictors of impairment in kindergarten. In second grade, the strongest predictors were parent and teacher reports in English. Implications for referral and identification are discussed.

scholarly journals Narrative abilities in early successive bilingual Slovak–English children: A cross-language comparison

2015 ◽  
Vol 37 (1) ◽  
pp. 145-164 ◽  
Author(s):  
SVETLANA KAPALKOVÁ ◽  
KAMILA POLIŠENSKÁ ◽  
LENKA MARKOVÁ ◽  
JAMES FENTON
Keyword(s):  
Narrative Research ◽  
First Language ◽  
Nonword Repetition ◽  
Bilingual Children ◽  
Skill Transfer ◽  
Typically Developing ◽  
Narrative Skills ◽  
English Bilingual ◽  
Narrative Performance ◽  
Cross Language

ABSTRACTThis study investigates macrostructure skill transfer in successive bilingual children speaking Slovak and English, a new language combination for narrative research. We examined whether narrative performance reflected language dominance and assessed relationships between nonword repetition (NWR) and narrative skills within and across languages. Forty typically developing Slovak–English bilingual children (mean age = 5 years, 10 months) were evaluated for microstructure and macrostructure performance in both languages through story telling and retelling tasks. In addition, NWR was assessed in Slovak, the children's first language (L1). Macrostructure scores were higher in their L1 than in their second language (L2), but comprehension did not differ across languages. L1 NWR was significantly related to L1 microstructure scores, but not to L1/L2 macrostructure or L2 microstructure. Implications for assessing bilingual children's language are discussed.

What do monolingual and bilingual children with and without SLI produce when phonology is too complex?

2018 ◽  
Vol 39 (2) ◽  
pp. 158-176 ◽  
Author(s):  
Laetitia de Almeida ◽  
Sandrine Ferré ◽  
Marie-Anne Barthez ◽  
Christophe dos Santos
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Nonword Repetition ◽  
Bilingual Children ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Repetition Task

In this study, the authors compare the production of internal codas and branching onsets in four groups of children learning French: monolingual typically-developing children ( n = 12), bilingual typically-developing children ( n = 61), monolingual children with Specific Language Impairment ( n = 17) and bilingual children with Specific Language Impairment ( n = 20). Their elicited productions were collected using a nonword repetition task (LITMUS-NWR-French), containing 71 nonwords with different syllable types. Except for typically-developing monolingual children, all children performed significantly better on branching onsets than on internal codas. Moreover, the repair strategies used in erroneous productions also indicate that children had more difficulties with internal codas: all the cases of metathesis affecting a target internal coda resulted in the production of a branching onset whereas the contrary was not observed. The differences in the rates of target-like production and the patterns of metathesis of these two structures suggest that internal codas are more difficult than branching onsets for children learning French.

The interface between bilingual development and specific language impairment

2010 ◽  
Vol 31 (2) ◽  
pp. 227-252 ◽  
Author(s):  
JOHANNE PARADIS
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Bilingual Children ◽  
Processing Capacity ◽  
Typical Development ◽  
Typically Developing ◽  
Specific Language ◽  
The Past ◽  
Theoretical Perspectives ◽  
Bilingual Development

ABSTRACTResearch at the interface of bilingual development and child language disorders has increased greatly in the past decade. The purpose of this article is to highlight the theoretical and clinical implications of this research. Studies examining the similarities in linguistic characteristics between typically developing sequential bilingual children and monolingual children with specific language impairment (SLI) the same age are reviewed in light of predictions from a maturational model of SLI. Studies examining the linguistic characteristics of bilingual children with SLI compared to monolinguals with SLI and their bilingual peers with typical development are reviewed in light of predictions of limited processing capacity theories of SLI. It is shown that data from bilingual children pose interesting challenges to both theoretical perspectives, although in different ways. Finally, the findings from this research are discussed in terms of their relevance for assessment of SLI in bilingual children.

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