Assessing Plural Morphology in Children Acquiring /S/-Leniting Dialects of Spanish

Miller, Karen

doi:10.1044/2014_lshss-13-0032

Cited by 8 publications

(4 citation statements)

References 37 publications

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“…On the other hand, it is possible that children's comprehension mirrors their production in that they neither produce nor comprehend one of the variant forms at the earlier stages in development. Thus far, comprehension studies of natural language support the latter view, that is, children's reliance on only one form rather than two in language production is mirrored by their comprehension of one form, but not the other (e.g., Davies et al, 2019;Miller, 2014). For example, Miller and Schmitt (2012) found that children acquiring varieties of Spanish where /-s/ is variably omitted took longer to associate plural /-s/ to a more-than-one interpretation in comprehension as compared to children acquiring dialects of Spanish in which the plural marker is more consistently produced (see also Lukyanenko & Miller, 2019;Miller, 2007Miller, , 2014.…”

Section: Production Vs Comprehensionmentioning

confidence: 99%

“…Thus far, comprehension studies of natural language support the latter view, that is, children's reliance on only one form rather than two in language production is mirrored by their comprehension of one form, but not the other (e.g., Davies et al, 2019;Miller, 2014). For example, Miller and Schmitt (2012) found that children acquiring varieties of Spanish where /-s/ is variably omitted took longer to associate plural /-s/ to a more-than-one interpretation in comprehension as compared to children acquiring dialects of Spanish in which the plural marker is more consistently produced (see also Lukyanenko & Miller, 2019;Miller, 2007Miller, , 2014. Similarly, children acquiring African American English tend not only to omit third person singular -s (e.g., Newkirk-Turner & Green, 2016), but also do not comprehend it (De Villiers & Johnson, 2007).…”

Section: Production Vs Comprehensionmentioning

confidence: 99%

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Children’s Acquisition of Morphosyntactic Variation

Shin

Miller

2021

Language Learning and Development

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This article presents a developmental pathway for the acquisition of morphosyntactic variation. Although there is abundant evidence that morphosyntactic variation is pervasive among adults, much less is known about how children acquire such variation. The literature thus far indicates that the pathway of development involves first producing only one of the variable forms (Step 1), producing both forms but in mutually-exclusive contexts (Step 2), then producing both forms in some overlapping linguistic contexts (Step 3), and finally producing both forms in more contexts (Step 4). The research reviewed indicates that input patterns are influential each step of the way, playing an important role in determining children's use of forms as well as the contexts in which the forms are produced. In addition to considering input effects, we also draw on various tendencies that children evince in the face of variable input to explain the pathway of development, including regularization and assigning different meanings to different forms. The article also includes suggestions for testing the hypotheses generated by the proposed pathway of development, which we illustrate by drawing on the acquisition of variable Spanish subject pronoun expression.

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Section: Production Vs Comprehensionmentioning

confidence: 99%

Section: Production Vs Comprehensionmentioning

confidence: 99%

Children’s Acquisition of Morphosyntactic Variation

Shin

Miller

2021

Language Learning and Development

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“…We concentrate on accuracy in gender agreement because more data are available, and bilingual effects have clearly been established. Furthermore, across Spanish dialects final /s/ lenition varies widely, which impacts timing of acquisition of grammatical number (Miller, 2014). Such variability renders reliable comparisons across the research literature less reliable.…”

Section: Introductionmentioning

confidence: 99%

Vulnerability of clitics and articles to bilingual effects in typically developing Spanish–English bilingual children

et al. 2019

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This study examines bilingual effects in Spanish–English bilingual children with good maintenance of the minority language. The present study compares the performance of a group of Spanish-monolingual children (MON; n = 30) with two groups of Spanish-speaking bilingual children (Low English proficiency group: LEP; n = 36; High English proficiency group, HEP; n = 36) on the elicited productions of Spanish articles and object clitics. Our results suggest that children with LEP performed significantly lower than MON children of the same age on both articles and clitics in Spanish. However, children with HEP, who were a year older on average, performed similarly to the MON group. Both groups of bilingual children produced errors of clitic omission and substitution, but these errors were minimal in the MON group. The results suggest that Spanish clitics and articles are vulnerable to bilingual effects for English/Spanish speaking children with good Spanish maintenance.

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“…Goldstein and Iglesias (2001) show that accounting for dialect consonantal differences significantly influences results in both SLI and typically developing (TD) children. Likewise, Miller (2014) found that her results for children without SLI speakers of -s lenition dialects were similar to those of bilingual Mexican-dialect speakers in the United States with SLI in Bedore and Leonard (2001).…”

Section: Sli and Incipient Bilingualsmentioning

confidence: 63%

Test validity in morphosyntactic measures for typical and SLI incipient Spanish–English bilinguals

Checa-García

Guiberson

2017

Language Testing

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This study will demonstrate that group differences on a morphosyntactic measure used for the identification of specific language impairment (SLI) do not guarantee validity for diagnosis and tracking, and will exemplify this with a case study of the Spanish version of the Clinical Evaluation of Preschool Language–2 Estructura de Palabras subtest for SLI and typically developing (TD) Spanish–English incipient bilinguals. The use of standardized tests beyond identification, for planning intervention and monitoring progress, requires that validity evidence be provided if and when extended purposes are involved. Results show that although group differences on total subtest score were observed, some of the items exhibited a distinct pattern, that is, high standard deviations and lower rate of correct responses. A careful analysis of these items points to design problems and content-validity deficiencies as causes. Solutions for the different problems are proposed. We conclude on the importance of a careful linguistic analysis to support test validity in order for the test to serve its broader purposes.

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Assessing Plural Morphology in Children Acquiring /S/-Leniting Dialects of Spanish

Cited by 8 publications

References 37 publications

Children’s Acquisition of Morphosyntactic Variation

Children’s Acquisition of Morphosyntactic Variation

Vulnerability of clitics and articles to bilingual effects in typically developing Spanish–English bilingual children

Test validity in morphosyntactic measures for typical and SLI incipient Spanish–English bilinguals

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