Phonological Profile of Spanish-Catalan Children with Specific Language Impairment at Age 4: Are There Any Changes over Time?

Aguilar‐Mediavilla, Eva; Serra-Raventós, Miquel

doi:10.1159/000095001

Cited by 20 publications

(8 citation statements)

References 32 publications

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“…Because of the high correlations attested cross-linguistically between MLU measured in morphemes and MLU measured in words (Parker & Brorson, 2005), MLUw has been typically used to make comparisons between languages with different degrees of morphological complexity (Anderson, 1999). Aguilar-Mediavilla and Serra-Raventos (2006), who compared the speech sound production of five Spanish-Catalan bilingual 4-year-olds with language impairment to two typically-developing control groups, one matched on age and the other on proficiency (based on MLUw), found that children with greater MLUw had more advanced segmental abilities in Spanish than those with poorer language skills.…”

Section: Relationships Between Phonological Skillsmentioning

confidence: 99%

Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness

Montanari

Mayr

2018

J Speech Lang Hear Res

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Purpose The purpose of this study was to investigate typical Spanish–English speech sound development longitudinally in a group of bilingual preschoolers enrolled in a Head Start Program and to examine the extent to which such development is linked to language proficiency. The study also aimed to identify whether speech development is related cross-linguistically and to improve our understanding of error patterns in this population. Method Thirty-five bilingual preschool children produced single-word speech samples in Spanish and English both at the beginning of their first and their second year in a Head Start Program. Conversational samples in both languages were also collected at these data points to calculate mean length of utterance in words (MLUw) and thus assess the children's linguistic proficiency. The phonetically transcribed speech samples were compared over time in terms of segmental accuracy measures and error pattern frequencies. Correlation analyses were run to examine the relation between segmental accuracy measures across languages and between speech sound production and MLUw. Results One-way within-subject analysis of variance revealed significant improvements in accuracy over time in both languages, but not always for cross-linguistically unshared segments, nor for all consonant manner classes. Overall error rates decreased over time in both languages; although, certain error types showed no change. Cross-linguistic interactions were low in both languages. The results also revealed significant cross-linguistic correlations in segmental accuracy between Spanish and English, as well as between MLUw and speech sound production in both languages on a range of measures, with language-specific differences in Year 2 of the Head Start Program, but not in Year 1. Conclusions This study is the first to document developmental changes in the speech patterns of Spanish–English bilingual preschool children over 1 year. Accuracy rates improved significantly in both languages, suggesting that enhanced exposure to the majority language at school may not impede phonological development in the home language. Bootstrapping effects were particularly pronounced on cross-linguistically shared sounds, which suggests that the same underlying skills are utilized in both languages, whereas language-specific singleton consonants and consonant clusters did not appear to benefit from exposure to the other language. The results also suggest an intricate link between phonological skills and morphosyntactic performance at the early stages of development, but a more complex pattern thereafter with differences that may be based on language-specific phonological properties.

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Section: Relationships Between Phonological Skillsmentioning

confidence: 99%

Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness

Montanari

Mayr

2018

J Speech Lang Hear Res

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“…Os dados observados neste estudo, com relação à fonologia das crianças com AEL, corroboram achados da literatura (1,(8)(9)(10) .…”

Section: Discussionunclassified

“…O desenvolvimento fonológico das crianças com DEL caracteriza, na maioria dos casos, um distúrbio e não apenas um atraso; são observados atrasos na aquisição de nasais, vogais e plosivas, além de processos idiossincráticos como redução de sílabas átonas, omissão de consoantes iniciais e trocas de vogais (7,8) .…”

Section: Introductionunclassified

Confiabilidade das transcrições fonológicas de crianças com alteração específica de linguagem

Befi-Lopes

Paula

Toba

et al. 2010

Rev. soc. bras. fonoaudiol.

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OBJETIVOS: Analisar a confiabilidade das transcrições fonológicas de crianças com Alteração Específica de Linguagem (AEL), e verificar se há diferença entre a confiabilidade das tarefas das crianças que eram capazes de realizar discurso na época da coleta da fonologia e daquelas que ainda não possuíam essa habilidade. MÉTODOS: Tarefas de nomeação de figuras e imitação de vocábulos de 37 crianças com AEL, de três a cinco anos, previamente coletadas e analisadas, foram transcritas pela segunda vez. Posteriormente, as pesquisadoras tiveram acesso às primeiras transcrições para realizar o cálculo de confiabilidade. Para as tarefas cujo índice de discordância foi superior a 20%, foi realizada uma terceira transcrição. Verificamos também que crianças eram capazes de realizar discurso na época da coleta da prova de fonologia. RESULTADOS: Para ambas as tarefas, houve predomínio de índice de concordância inferior a 80% (p<0,001) entre as duas primeiras transcrições, enquanto que esse índice superou 80% (p<0,001) quando comparadas a 1ª com a 2ª e a 3ª transcrições (p=0,001 para a nomeação e p<0,001 para a imitação). Houve diferença entre a 2ª e a 3ª transcrições de ambas as tarefas (p<0,001). Não houve diferença na confiabilidade das tarefas analisadas (2as transcrições: p=0,565; 3as transcrições: p=0,645). Comparando-se as crianças capazes de elaborar discurso com aquelas que não eram, observou-se diferença apenas nas 3ª transcrições da tarefa de nomeação (p=0,033). CONCLUSÃO: A confiabilidade das transcrições fonológicas de crianças com AEL foi baixa, e as tarefas de nomeação das crianças que realizaram discurso apresentaram confiabilidade mais alta.

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“…A study of PSP in Catalan and Spanish-speaking children between 3:0 and 4:0 years old with speciic language impairment (SLI) observed changes in their phonological proile [29]. The most signiicant PSP at 3 years old were syllable omissions, especially when compared against a control group of the same age.…”

Section: Phonological Problems In Spanish-speaking Childrenmentioning

confidence: 99%

Phonological Problems in Spanish-Speaking Children

Pavez¹,

Coloma²

2017

Advances in Speech-Language Pathology

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Phonological development in some children does not follow the typical trajectory. This may afect their communication processes. The primary aim of this chapter is to characterize the phonological development of Spanish-speaking children with phonological problems. The characterization is based on the Theory of Natural Phonology, which poses that children with phonological problems produce phonologically simpliied words resulting from the application of strategies known as phonological simpliication processes. Phonological development implies the progressive elimination of these strategies. It has been observed that children with phonological problems produce phonologically simpliied words until advanced age. This chapter focuses on studies involving Chilean children with phonological problems, in an atempt to characterize their phonological performance. Overall, the point can be made that Chilean children with phonological problems have a trajectory of phonological development of their own, with phonological simpliication processes equally afecting syllable structure and word structure. Also, these processes tend to consistently decrease with age at a steady rate. Once 5 years of age, however, processes tend to become more persistent and decrease becomes slower. They are also prone to have problems both with the phonological representation of words and lexical comprehension. Finally, they seem to be challenged by phonological awareness and grammar.

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Phonological Profile of Spanish-Catalan Children with Specific Language Impairment at Age 4: Are There Any Changes over Time?

Cited by 20 publications

References 32 publications

Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness

Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness

Confiabilidade das transcrições fonológicas de crianças com alteração específica de linguagem

Phonological Problems in Spanish-Speaking Children

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