Language Sample Analysis in Spanish-Speaking Children

Gutiérrez–Clellen, Vera F.; Restrepo, M. Adelaida; Bedore, Lisa M.; Peña, Elizabeth D.; Anderson, Raquel T.

doi:10.1044/0161-1461.3101.88

Cited by 133 publications

(77 citation statements)

References 25 publications

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“…It was calculated by dividing the total number of morphemes by the total number of utterances within each transcript in order to determine the average number of morphemes per utterance. Although MLU in words is often used in research on children learning Spanish and English (e.g., Gutiérrez-Clellen, Restrepo, Bedore, Peña, & Anderson, 2000;Miller et al, 2006;Muñoz et al, 2003), MLU-m was used in the present study because the participants are not being compared with other groups of children, nor are their MLUs being compared across their two languages. NDW was used as the measure of lexical diversity.…”

Section: Microstructurementioning

confidence: 99%

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

Bitetti

Hammer

2016

J Speech Lang Hear Res

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Purpose The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish–English bilingual children from low-income backgrounds. Method Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the fall and spring of each year. Microstructure measures included mean length of utterance in morphemes and number of different words. The Narrative Scoring Scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010) measured macrostructure. Each fall, the children's mothers reported the frequency of literacy activities and number of children's books in the home. Growth curve modeling was used to describe the children's narrative development and the impact of the HLE over time. Results Significant growth occurred for all narrative measures. The HLE did not affect microstructure growth. The frequency with which mothers read to their children had a positive impact on the growth of the children's total Narrative Scoring Scheme scores. Other aspects of the HLE, such as the frequency with which the mothers told stories, did not affect macrostructure development. Conclusions These results provide information about the development of English narrative abilities and demonstrate the importance of frequent book reading for the overall narrative quality of children from Spanish-speaking homes who are learning English.

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Section: Microstructurementioning

confidence: 99%

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

Bitetti

Hammer

2016

J Speech Lang Hear Res

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“…Children were considered typically developing English-dominant bilingual (EDB) if they were able to produce English narrative samples with minimal grammatical errors (i.e., below 20% ungrammatical utterances) but with more difficulty in Spanish (i.e., more than 20% ungrammatical utterances). This criterion was a rough estimate of proficiency adapted from previously published guidelines for the spontaneous language assessment of Spanish-speaking children (Gutiérrez-Clellen, Restrepo, Bedore, Peña, & Anderson, 2000) and was used successfully in previous research with bilingual children (Gutiérrez-Clellen et al, 2006).Criteria for identification of children with LI-Children with LI were identified using procedures previously validated with English speakers (Bedore & Leonard, 1998) and with Latino children (Gutiérrez-Clellen et al, 2006). These criteria included evidence of (a) parent and/or teacher concern and clinical judgment based on observations of trained bilingual speech-language pathologists (e.g., reported evidence of limited responsiveness in conversational samples, modifiability, etc.)…”

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confidence: 99%

The Discriminant Accuracy of a Grammatical Measure With Latino English-Speaking Children

Gutiérrez–Clellen

Simón-Cereijido

2007

J Speech Lang Hear Res

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Purpose-To evaluate the discriminant accuracy of a grammatical measure for the identification of language impairment (LI) in Latino English-speaking children. Specifically, the study examined the diagnostic accuracy of the Test of English Morphosyntax (E-MST; Peña, Gutiérrez-Clellen, Iglesias, Goldstein, & Bedore (n.d.) to determine (a) whether use and exposure to Spanish had an effect on the performance of bilingual children compared with monolingual Latino children and (b) whether dialectal differences within Latino English speakers might result in performance differences and a greater incidence of misclassifications for children from Caribbean English backgrounds.Method-One hundred and eleven children (i.e., 59 children with typical language development and 52 children with LI) were sampled from the Southwest and Northeast regions of the U.S. Southwestern children were of Mexican origin. Children from the Northeast were from Puerto Rican or Dominican backgrounds. Linear discriminant analyses evaluating group classifications on the basis of the E-MST were performed on exploratory and confirmatory data sets across 3 groups: Southwestern English-only proficient (SW EP) children, Southwestern English-dominant bilingual (SW EDB) children, and Northeastern (NE) children.Results-Results of the exploratory discriminant analyses indicated good sensitivity for the SW EP children. The discriminant functions derived from the exploratory analysis were able to predict group membership in confirmatory discriminant analyses with fair sensitivity and good specificity for the SW EDB children and with fair sensitivity but poor specificity for the NE children. Children who were English-dominant bilingual were not more likely to be misclassified compared with their English-only proficient peers. However, nonmainstream English dialect differences appeared to affect classification accuracy and resulted in a greater number of misclassifications for the NE children with typical language development. Conclusion-The measure seems to be suitable for identifying LI in SW children who are exposed to Spanish and/or who are English-dominant bilingual. Additional assessment tools will be needed to rule out the disorder in children who are exposed to African American or Caribbean English dialects. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptResearch with mainstream English-speaking children has helped advance our understanding of the grammatical characteristics of specific language impairment (SLI) and the potential predictive value of grammatical measures in clinical assessments (for a detailed review, see Leonard, 1998). However, accurate identification of SLI in children from nonmainstream backgrounds may be difficult because these children may score lower than the norms on standardized language tests in spite of having typical language development (TLD; Norris, Juarez, & Perkins, 1989;Peña, Quinn, & Iglesias, 1992; Qi, 2005;Qi, Kaiser, Milan, Yzquierdo, & Hancock, 2003;Restrepo et al., 2006;Washingto...

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“…En definitiva los resultados, en concordancia con estudios previos (Alony y Kozulin, 2007; haywood y Lidz, 2007;Lidz y Gindis, 2003;Shamir y Lazerovitz, 2007;Sternberg y Grigorenko, 2003) muestran una respuesta significativa de todos los niños al entrenamiento, siendo las ganancias superiores en el grupo más desfavorecido de partida (niños con SD), lo que coincide con Shurin (1998), Malowitzky (2001, Bensousan (2002), Lidz y Van der Aalsvoort (2005). Sin embargo, los niños RSL aunque mejoran en la mayoría de las subescalas, no lo hacen significativamente en una de sus áreas más deficitarias, como es la Memoria Auditiva, probablemente debido a que se está discriminando específicamente a niños con problemas del lenguaje no debidos a razones culturales, lingüísticas, etc., (Gutiérrez-Clellen et al, 2000;Gutierrez-Clellen y Peña, 2001;Jacobs, 2001;Peña, 2001;Peña y Mendez-Perez 2006;Peña y Quinn, 2003;Peña, Bedore y Rappazzo, 2003;Peña, Bedore y Zlatic-Giuta, 2002;Peña, Iglesias y Lidz 2001;Peña, Spaulding y Plante, 2006;Restrepo et al, 2006;Swanson y howard, 2005), y por tanto la simple mediación no bastará para producir modificaciones. Esta téc-nica demuestra ser sensible a aquellos niños que van a necesitar ser intervenidos por problemas en el desarrollo de su lenguaje y ayudar a la planificación de intervenciones útiles, es más sus déficits casi exclusivamente verbales puede hacerles inhibirse en su relación mediacional basada en un diálogo puramente verbal, por lo que este enfoque puede perder eficacia con este tipo de población (hasson y Bottin, 2010;Peña, 2000;.…”

Section: Discusión Y Conclusionesunclassified

“…En este tiempo se ha aplicado este diseño a diferentes tareas que forman parte de las baterías tradicionales de exploración de problemas del lenguaje tales como: Vocabulario (Restrepo et al, 2006) lenguaje expresivo, aprendizaje de palabras, discurso explicativo conceptos, sentencias (hanson y Bitting, 2010; hwa-Froelixh y Matsuo, 2005), análisis morfológico (Larsen y Nippod, 2007), leguaje narrativo (Peña, Gillam, Malek, Ruiz-Felter, Resendiz, Fiestas y Sabel, 2006) habilidad lectora (Swanson y howard, 2005), memoria de trabajo (Swanson, 1994), etc. Se han investigado los tipos de mediación más efectiva y el análisis de resultados más útil (Peña en hasson y Botting, 2010) y se ha demostrado que las técnicas de evaluación del potencial de aprendizaje son útiles en el diagnóstico diferencial, pues diferencian entre niños con dificultades lingüísticas y niños con problemas del lenguaje (Gutiérrez-Clellen et al, 2000;Gutiérrez-Clellen y Peña, 2001;Jacobs, 2001;Peña, 2001;Peña y Mendez-Perez 2006;Peña y Quinn, 2003;Peña, Bedore y Rappazzo, 2003;Peña, Bedore y Zlatic-Giuta, 2002;Peña, Iglesias y Lidz 2001;Peña, Spaulding y Plante, 2006;Restrepo et al, 2006) y entre niños con problemas de lectura de otros problemas de aprendizaje (Swanson y howard, 2005). También se ha comprobado la modificabilidad del procesamiento y de las habilidades implicadas en la ejecución de diferentes tareas lingüísticas (Peña, 2000; y la ayuda que suponen para a la indicación del tratamiento (hasson y Botting, 2010).…”

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Evaluation of the Cognitive Profile and Behavior in Children From a Care and Early Childhood Development Center

2017

RACP

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INTRODUCCIÓNCuando se habla de Atención Temprana en niños con necesidades educativas especiales, hace referencia a un conjunto de intervenciones dirigidas a la población infantil de 0 a 6 años, a la familia y al entorno, que tienen por objeto dar respuesta, lo más pronto posible, a las necesidades transitorias o permanentes que presentan niños con trastornos en el desarrollo o riesgo de padecerlos. En un programa de AT, los objetivos de la evaluación han de dirigirse a: 1) desarrollar unos objetivos individuales que guíen la programación, 2) proporcionar información a los padres y a los profesionales acerca de los progresos del niño y 3) facilitar información que permita determinar el valor de un sistema de intervención (Candel, 2005).La evaluación de la conducta infantil presenta numerosos problemas que se ven acrecentados en el caso de los niños más pequeños, sobre todo si además, presentan algún tipo de déficit o alteración. De ahí que se hayan criticado las aproximaciones de evaluación más tradicionales, entre otras cosas porque la situación de test, al ser muy artificial, puede no mostrar el verdadero potencial del niño en un momento determinado. Además, la escasa información que a veces suministran este tipo de instrumentos se ciñe a un número (C.I.), sólo útil para el diagnós- AbstractThis article describes an investigation that is on a scale of assessment of learning potential applies to 32 preschool children with Down syndrome and 32 with specific language impairment. The goal of this study was to examine whether the cognitive profile of the groups can be improved through a methodology as is the learning potential. The results showed that there were no significant differences in the situation pretest between both groups for the majority of the subscales, and with regard to the second objective is noted that there were differences between score postest and pretest between both groups, as well as in the second group where all the differences were significant except for classification and auditory memory.

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Language Sample Analysis in Spanish-Speaking Children

Cited by 133 publications

References 25 publications

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

The Discriminant Accuracy of a Grammatical Measure With Latino English-Speaking Children

Evaluation of the Cognitive Profile and Behavior in Children From a Care and Early Childhood Development Center

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