Nonword Repetition in Spanish-Speaking Toddlers with and without Early Language Delays

Guiberson, Mark; Rodríguez, Bárbara

doi:10.1159/000442745

Cited by 8 publications

(1 citation statement)

References 23 publications

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“…La tâche de répétition de non-mots a l'avantage de pouvoir être utilisée avec des enfants dès le plus jeune âge (Guiberson & Rodríguez 2015). L'utilisation de logatomes permet de s'assurer qu'aucun des enfants n'ait déjà rencontré ces items et ainsi d'éviter les biais linguistiques (Chiat 2015;Kapantzoglou et al 2011).…”

Section: Utilisation Des Tâches De Répétitionunclassified

défi de l'évaluation langagière des enfants bilingues : état des lieux des ressources disponibles en logopédie

Schwob¹

2020

TRANEL

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Approximately 7% of monolingual and bilingual children have a developmental language disorder (Kohnert 2010). These children need to be assessed and diagnosed, and offered appropriate care. Speech and language therapists are responsible for assessing and managing the language of monolingual and bilingual children. The language assessment of bilingual children is a challenge for speech and language therapists (Boerma & Blom 2017; Estienne & Van der Linden 2014; Tuller & al. 2018) because it is currently hard to distinguish between difficulties related to a developmental disorder and a possible delay due to the bilingual situation as both populations present similar errors. (Armon- Lotem 2012). The lack of resources and adapted assessment tools enhances the challenges in differentiating the two populations (Kehoe 2009). The purpose of this paper is therefore to provide an overview of the current knowledge about bilingual language development and developmental language disorder, to show speech and language therapists' difficulties with bilingual language assessments, and to draw up a list of the current resources available to them. Several tools will be described and research attesting to their effectiveness in differentiating between bilingual children with and without language disorders will be presented. We will then discuss their relevance to practice using a clinical vignette.

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Section: Utilisation Des Tâches De Répétitionunclassified

défi de l'évaluation langagière des enfants bilingues : état des lieux des ressources disponibles en logopédie

Schwob¹

2020

TRANEL

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The association between language exposure and nonword repetition performance in bilingual children: A systematic review and meta-analysis

et al. 2022

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We conducted a systematic review and meta-analysis on the association between nonword repetition (NWR) and language exposure in bilingual children and explored whether the association is influenced by other variables. We performed a blind literature review on ERIC and Google Scholar, a random-effects model meta-analysis and subgroup analyses to test potential moderators. Out of 822 screened articles, we identified 24 works including 1399 children. Significant associations were found using either cumulative or current exposure, language-like nonwords, phoneme NWR scoring, in children with typical language development. Nonsignificant associations were found in studies either using age of first exposure, on children older than six, with less than 50 participants, using NWR lists containing 16-24 nonwords or with participants having different native languages. Weak associations were found when considering whole-word scoring or gray literature. We highlight the contributions of different variables to NWR, and evidence to optimally design NWR for bilingual language assessment.

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Using Nonword Repetition to Identify Language Impairment in Bilingual Children: A Meta-Analysis of Diagnostic Accuracy

Ortiz

2021

Am J Speech Lang Pathol

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Purpose Nonword repetition has been endorsed as a less biased method of assessment for children from culturally and linguistically diverse backgrounds, but there are currently no systematic reviews or meta-analyses on its use with bilingual children. The purpose of this study was to evaluate diagnostic accuracy of nonword repetition in the identification of language impairment (LI) in bilingual children. Method Using a key word search of peer-reviewed literature from several large electronic databases, as well as ancestral and forward searches, 13 studies were identified that met the eligibility criteria. Studies were evaluated on the basis of quality of evidence, design characteristics, and reported diagnostic accuracy. A meta-regression analysis, based on study results, was conducted to identify task characteristics that may be associated with better classification accuracy. Results Diagnostic accuracy across studies ranged from poor to good. Bilingual children with LI performed with more difficulty on nonword repetition tasks than those with typical language. Quasi-universal tasks, which account for the phonotactic constraints of multiple languages, exhibited better diagnostic accuracy and resulted in less misidentification of children with typical language than language-specific tasks. Conclusions Evidence suggests that nonword repetition may be a useful tool in the assessment and screening of LI in bilingual children, though it should be used in conjunction with other measures. Quasi-universal tasks demonstrate the potential to further reduce assessment bias, but extant research is limited.

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Nonword Repetition in Spanish-Speaking Toddlers with and without Early Language Delays

Cited by 8 publications

References 23 publications

défi de l'évaluation langagière des enfants bilingues : état des lieux des ressources disponibles en logopédie

défi de l'évaluation langagière des enfants bilingues : état des lieux des ressources disponibles en logopédie

The association between language exposure and nonword repetition performance in bilingual children: A systematic review and meta-analysis

Using Nonword Repetition to Identify Language Impairment in Bilingual Children: A Meta-Analysis of Diagnostic Accuracy

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