Dataset Information

Longitudinal Examination of Morphosyntactic Skills in Bilingual Children: Spanish and English Standardized Scores.

ABSTRACT:

Purpose

This study aimed to examine changes in English and Spanish morphosyntactic standardized scores over time in bilingual children.

Method

One hundred bilingual children participated in this longitudinal study. The average age of the children at the beginning of the study was 5;11 (years;months). A subset of the participants was identified as children with developmental language disorder (DLD, n = 43). Children completed behavioral testing in Spanish and English at three time points over a period of 2 years. Growth curve modeling was employed to analyze longitudinal data.

Results

Distinct patterns of Spanish and English language growth were observed. While the average standard score in English increased, the average score in Spanish decreased over time for both groups. Children with DLD showed persistent language difficulties in both Spanish and English over time in comparison to their peers.

Conclusions

The results of this study provide evidence of a shift in language proficiency from Spanish to English for bilingual children with and without language disorders. This study also shows that bilingual children with DLD show a protracted but parallel growth in morphosyntactic skills in comparison to children without DLD.

Supplemental material

https://doi.org/10.23641/asha.23671464.

SUBMITTER: Castilla-Earls A

PROVIDER: S-EPMC10555469 | biostudies-literature | 2023 Aug

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Longitudinal Examination of Morphosyntactic Skills in Bilingual Children: Spanish and English Standardized Scores.

Castilla-Earls Anny A Ronderos Juliana J Francis David J DJ

Journal of speech, language, and hearing research : JSLHR 20230725 8

<h4>Purpose</h4>This study aimed to examine changes in English and Spanish morphosyntactic standardized scores over time in bilingual children.<h4>Method</h4>One hundred bilingual children participated in this longitudinal study. The average age of the children at the beginning of the study was 5;11 (years;months). A subset of the participants was identified as children with developmental language disorder (DLD, <i>n</i> = 43). Children completed behavioral testing in Spanish and English at thre ...[more]

PMID: 37490611

Similar Datasets

Project description:Purpose The purpose of this study was to examine the diagnostic accuracy of traditional measures of phonological ability developed for monolingual English-speaking children with their bilingual peers in both English and Spanish. We predicted that a composite measure, derived from a combination of English and Spanish phonological measures, would result in higher diagnostic accuracy than examining the individual phonological measures of bilingual children separately by language. Method Sixty-six children, ages 3;3-6;3 (years;months), participated in this study: 29 typically developing bilingual Spanish-English-speaking children (x = 5;3), five bilingual Spanish-English-speaking children with speech sound disorders (x = 4;6), 26 typically developing monolingual English-speaking children (x = 4;8), and six monolingual English-speaking children with speech sound disorders (x = 4;9). Children were recorded producing single words using the Assessments of English and Spanish Phonology, and productions were phonetically transcribed and analyzed using the Logical International Phonetics Program. Overall consonants correct-revised; accuracy of early-, middle-, and late-developing sounds; and percent occurrence of phonological error patterns in both English and Spanish were calculated. Receiver operating characteristic curves and support vector machine models were applied to observe diagnostic accuracy, separately and combined, for each speaker group and each language. Results Findings indicated the combination of measures improved diagnostic accuracy within both the English and Spanish of bilingual children and significantly increased accuracy when measures from both languages of bilingual children were combined. Combining measures for the productions of monolingual English-speaking children did not increase diagnostic accuracy. Conclusion To prevent misdiagnosis of speech sound disorders in bilingual preschoolers, the composite phonological abilities of bilingual children need to be assessed across both gross and discrete measures of phonological ability. Supplemental Material https://doi.org/10.23641/asha.16632604.

Dataset Information

Longitudinal Examination of Morphosyntactic Skills in Bilingual Children: Spanish and English Standardized Scores.

Purpose

Method

Results

Conclusions

Supplemental material

Publications

Longitudinal Examination of Morphosyntactic Skills in Bilingual Children: Spanish and English Standardized Scores.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets