Download or read book An Investigation of Bilingual Preschool Children s Intelligibility in Spanish and English written by Raúl Francisco Prezas and published by . This book was released on 2008 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if intelligibility ratings of bilingual (Spanish-English) preschool children by unfamiliar listeners are predicted by age, gender, and/or measures of rate of speech, receptive vocabulary, and phonological deviations. A second purpose was to ascertain whether significant differences exist among predictor variables in both Spanish and English. Participants for this study were 60 bilingual preschool children ranging in age from 4:0 (years: months) to 5:10. Unfamiliar listeners rated connected speech samples for each child in both languages using a 5-point Likert scale. A total occurrence of major phonological deviations score was obtained for each child in both languages. In addition, a number of syllables per 30-second connected speech sample provided the means for rate of speech calculations. One bilingual receptive vocabulary score was obtained for both languages. Based on a multiple regression analysis, two significant predictor variables emerged for each language. In English, phonological deviations and vocabulary predicted intelligibility ratings of preschool children. Phonological deviations also predicted intelligibility ratings of preschool children in Spanish, followed by rate. Results of a 2 X 2 X 2 MANOVA revealed significant main effects related to language and age, but not gender. Follow-up univariate analyses revealed that 5-year-old children across the two languages were found to be significantly more intelligible than 4-year-olds. In addition, children were found to speak significantly faster in Spanish than in English and 5-year-old children also were found to speak significantly faster in Spanish than 4-year-olds.
Download or read book Bilingual Language Development and Disorders in Spanish English Speakers written by Brian Goldstein and published by Brookes Publishing Company. This book was released on 2004 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt: Both SLPs and researchers must understand speech and language developments in children - and SLPs also need reliable assessment and intervention approaches for serving bilingual children with language disorders. This comprehensive text is one of the few to offer readers in-depth theoretical and practical information on these timely topics. brings together more than a dozen top researchers to present developmental data, best assessment practices, and appropriate intervention approaches in the following areas: language processing skills; lexical development; morpho-syntactic development; first language loss; grammatical impairments; semantic development; phonological development and disorders; narrative development and disorders; fluency; language intervention for bilingual speakers. The chapter outlines the major purposes of intervention for bilingual children with speech and language disorders, explores the debate over which language SLPs should use with bilingual children, and examines ways to promote gains in both languages. With this research-based text, SLPs will understand the complexity of language development in bilingual children and learn appropriate assessment and intervention approaches.
Download or read book A National Study of Spanish English Bilingualism in Young Hispanic Children of the United States written by Eugene E. García and published by . This book was released on 1981 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Language Development and Disorders in Spanish speaking Children written by Alejandra Auza Benavides and published by Springer. This book was released on 2017-06-13 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prominent researchers from the US, Mexico, Chile, Colombia and Spain contribute experimental reports on language development of children who are acquiring Spanish. The chapters cover a wide range of dimensions in acquisition: comprehension and production; monolingualism and bilingualism; typical development, children who are at risk and children with language disorders, phonology, semantics, and morphosyntax. These studies will inform linguistic theory development in clinical linguistics as well as offer insights on how language works in relation to cognitive functions that are associated with when children understand or use language. The unique data from child language offer perspectives that cannot be drawn from adult language. The first part is dedicated to the acquisition of Spanish as a first or second language by typically-developing children, the second part offers studies on children who are at risk of language delays, and the third part focuses on children with specific language impairment, disorders and syndromes.
Download or read book An Investigation of Preschool Monolingual and Bilingual Children s Knowledge of English and Spanish Grammar written by Diana R. Martinez Boyd and published by . This book was released on 1978 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educating Latino Preschool Children written by Hortencia Kayser and published by Plural Publishing. This book was released on 2008 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Language Dominance and the Language Literacy and Early Math of Spanish English Bilingual Preschoolers written by Dana Lynn Bitetti and published by . This book was released on 2016 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a growing need for more information regarding the early academic development of preschool-age children who are learning to speak Spanish and English. To achieve this, studies are needed that acknowledge the heterogeneity of language abilities within bilingual preschool children, and that these variations in language abilities may impact children's early academic skills. This two-study dissertation investigated how four foundational skills: narrative production, phonological awareness, letter-word identification, and early math, differed depending on the language dominance Spanish-English bilingual children possessed at preschool entry. The studies used data from a larger language, literacy, and self-regulation project entitled Tools of the Mind: Promoting ELLs' Language, Self-Regulation & School-Readiness. Participants were typically-developing children of Latino heritage recruited from early childhood centers with primarily English instruction. Performance on a standardized language battery given in English and Spanish was used to assign children to one of three language-dominance groups (i.e., stronger-English, balanced abilities, stronger-Spanish). Both studies yielded several findings that make unique contributions to research on bilingual preschoolers. The first study underscored the important relations of both lexical diversity and grammatical production abilities to bilingual preschoolers' narrative macrostructure. The second study identified specific areas of school readiness strengths for each language dominance group and identified areas that may need additional support. Implications of interest to speech-language pathologists and other early childhood professionals are discussed, including implications for assessment and differential instruction.
Download or read book An Investigation Into the Development and Validation of an Assessment Procedure for Identifying Language Disorders in Spanish English Bilingual Children written by Josephine De León and published by . This book was released on 1986 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bilingual Spanish English Speaking 4 year old children written by Brooke Leann Powers and published by . This book was released on 2010 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many bilingual Spanish-English preschool aged children are impacted by speech sound disorders; and research has shown that bilingual speech sound systems develop differently than monolinguals'. Research has also shown that, for monolingual English and Spanish speakers, parent reports can be a valid tool for identification and single-word assessments can effectively diagnose speech disorder, yet little, if any, normative data or information about the validity of parent reports as an identification tool exists for bilingual Spanish-English speakers. The purpose of the present study was to create bilingual speech normative data for English single-word assessment scores for percent consonants correct (PCC), percent vowels correct (PVC), and the index of phonetic complexity (IPC). It also sought to determine correlations of speech scores and parent reports, which was done as an extension of Stertzbach's 2005 study with monolingual Spanish speakers. Fifty-six bilingual Spanish-English 4-year-olds were administered a single-word assessment in English and normative data was generated from the PCC, PVC, and IPC scores. That normative data was correlated with Likert values from the parent surveys to establish the validity of the report as an identification tool, and finally, the disordered scores (as determined by the normative data) were explored in relation to previous suspicion or diagnosis of disorder. The normative data showed 89% of speech scores falling within the typical range for both PCC and PVC and 93% for IPC. Pearson coefficients were computed by regression analysis and parent reports were deemed a valid tool for identification based on statistically significant correlations (at the .05 level) for 6 of 10 questions. Previous suspicions of disorder, based on parent report or examiner questionnaire, were 87.5% and 91% accurate, respectively, while current diagnosis, based on the presence of an existing Individualized Family Service Plan (IFSP), was 93% accurate. The results were consistent with previous research showing the prevalence of speech disorder as well as the validity of the parent report.
Download or read book Learning English Incidentally written by Junius Lathrop Meriam and published by . This book was released on 1938 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessment and Intervention Resource for Hispanic Children written by Hortense García Ramirez Kayser and published by Singular. This book was released on 1998 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessment and Intervention Resource for Hispanic Children is an illuminating resource guide that presents important theory and research as it applies to the clinical process with clients who are communicatively impaired and bilingual. Written by a leading bilingual clinician, this insightful clinical manual provides pertinent, up to date information on bilingual populations. Normative data are presented in clear tabular format and numerous references and resources are included for bilingual and monolingual clinicians, clients, and parents.
Download or read book Hispanic Child Languages written by John Grinstead and published by John Benjamins Publishing. This book was released on 2009-10-22 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book contains 12 papers contributed by leading scholars in the field of language development, studying variants of the languages which originated on the Iberian peninsula. The contributors examine language development in both typically-developing and language-impaired populations who are learning language in diverse learning conditions, including language contact, as well as monolingual and bilingual Spanish, Catalan, Galician and Euskera. This expansion and diversification of the database for studying language development is important because it creates new opportunities for testing theoretical claims. Our contributors reconsider theoretical claims relating to the purported adult-like nature of young children’s grammars. While some conclude, for example, that children in Mexico possess very adult-like semantic-pragmatic competence in the domain of the pragmatic implicatures associated with existential quantifiers, others conclude that, in particular sociolinguistic registers of Chilean Spanish, children are late to develop adult-like competence in plural marking. Taken together, the contents of the volume illustrate how the linguistic diversity found in the distinct learning conditions in which language develops offers a wealth of opportunities to further our understanding of linguistic and non-linguistic cognitive development.
Download or read book Bilingual Acquisition written by Margaret Deuchar and published by Oxford University Press, USA. This book was released on 2000 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a case study in bilingual acquisition in a child under the age of two, and explores the case's implications for language acquisition theory. The data collection methodology is fully discussed, and the book includes an extensive list of the child's words in English and Spanish.
Download or read book The Spanish English Language Performance Screening S ELPS written by and published by . This book was released on 1977 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bilingual Language Acquisition written by Carmen Silva-Corvalán and published by Cambridge University Press. This book was released on 2014-02-06 with total page 435 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do children develop bilingual competence? Do bilingual children develop language in the same way as monolinguals? Set in the context of findings on language development, this book examines the acquisition of English and Spanish by two brothers in the first six years of their lives. Based on in-depth and meticulous analyses of naturalistic data, it explores how the systems of both languages affect each other as the children develop, and how different levels of exposure to each language influence the nature of acquisition. The author demonstrates that the children's grammars and lexicons follow a developmental path similar to that of monolinguals, but that cross-linguistic interactions affecting lexical, semantic and discourse-pragmatic aspects arise in Spanish when exposure to it diminishes around the age of four. The first of its kind, this original study is a must-read for students and researchers in bilingualism, child development, language acquisition and language contact.
Download or read book Patterns of Language Processing and Growth in Early English Spanish Bilingualism written by Barbara Therese Conboy and published by . This book was released on 2002 with total page 790 pages. Available in PDF, EPUB and Kindle. Book excerpt: Four studies explored patterns of language growth and processing in 64 19-31-month-old bilingual children acquiring English and Spanish. In the first study, cross-sectional and longitudinal methods revealed significant relationships between vocabulary size and grammatical development, replicating previous studies with monolingual children. The compositions of children's lexicons in each language were linked to vocabulary size in that language. With few exceptions, utterance length and complexity and the emergence of closed class and predicate terms in each language were linked more closely to vocabulary size in the same language than to total conceptual vocabulary (TCV) size. In the second study, performance on English and Spanish sentence repetition tests was compared for bilingual and monolingual children matched for vocabulary size in each language. The performance of the bilingual children was similar to that of their monolingual controls, indicating links between grammatical ability and vocabulary development within the same language. The slightly better performance of the bilingual children on a few comparisons suggested some degree of cross-linguistic bootstrapping. In the third study, event-related potentials (ERPs) were used to investigate the neural activity of bilingual children as they processed known and unknown words. There were differences in the timing and distribution of the ERP amplitude differences to known vs. unknown words for each language, and differences in these effects when children with larger TCV sizes were compared to those with smaller TCV sizes. These results thus replicated studies with monolingual children that found links between vocabulary development and the organization of ERP effects, although the exact patterns were different for the bilingual and monolingual children. In the fourth study the effects of mixed vs. blocked language testing conditions on ERP patterns were investigated. Results indicated that some of the differences in ERP effects between the monolingual and bilingual children noted in the third study may have been due to processing demands created by the mixed-language testing condition in which the bilingual children were tested. The results of these four studies support experience-based accounts of early language acquisition, and further establish the use of combined behavioral-neural imaging approaches for studying language development in bilingual toddlers.
Download or read book The Effect of Spanish Narrative Intervention on the Story Retells of Sequential Bilingual Preschool Children written by Yesenia Campos and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Objective: Many researchers have documented the benefits of narrative intervention for bilingual children, using English intervention materials and measures. However, there is a lack of work examining the use of the first language. This investigation examined the effect of Spanish narrative intervention on the Spanish story retells of sequential bilingual Spanish-English preschool children. Method: This single case A-B study included three children, ages 4;3 and 4;6 with less than a year of exposure to English. Retells were measured using the Spanish CUBED listening retell subtest during baseline and intervention. Following five baseline sessions, participants received ten 30-minute Spanish language narrative intervention session, five times a week for a total of 4 weeks. Results: Visual analyses revealed significant gains in Spanish story retells for all participants after receiving Spanish narrative intervention. All participants had 100% percent non-overlapping data. Conclusion: The findings suggest that providing Spanish narrative intervention to Spanish-English bilingual preschoolers can help improve the story retells produced in Spanish. Future research should examine the effect of English and Spanish narrative intervention on bilingual preschool children with speech-language disorders.
