Phonological working memory in Spanish–English bilingual children with and without specific language impairment

Girbau, Dolors; Schwartz, Richard G.

doi:10.1016/j.jcomdis.2007.07.001

Cited by 114 publications

(94 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, findings of the present study provide support for the speculation that bilingual children had significantly higher scores on WMC, reading performance and academic achievement than ML peers (Girbau & Schwartz, 2008;Fontoura & Siegel, 1995;Ferrari & Palladino, 2007;Carlson & Meltzoff, 2008). The finding concerning ECBL students reveals that they have the capacity to develop creative meaning, association and thinking more naturally than MLs peers.…”

Section: Discussionsupporting

confidence: 80%

“…As a result of immigration or ethnic background, many children grow up in the first few years of life learning to speak one language and then learning another language naturally before attending school (Fontroura & Siegel, 1995). Although it may seem like a simple concept, it is a broad and somewhat vague term which is not simply applied for those who regularly use more than one language in daily life (Girbau & Schwartz, 2008). However, concerning the literature, bilingualism tends to have different types in regard to age.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Does Early Kurmanji Speaking Bilingualism Lead to Better Academic Performance? The Role of Working Memory and Reading Performance

Seadatee-Shamir¹,

Soleimanian²,

Zahmatkesh³

et al. 2011

JPR

View full text Add to dashboard Cite

The relationship among WMC (working memory capacity), reading performance and academic achievement is both logically and theoretically undisputable. However, what may not be as obvious is that such capacity and performance, and as a result, achievement, could be higher among ECBL (early childhood bilingual) students. To reaffirm the obvious and explore what may not be so obvious in some quarters, two groups of randomly selected female third graders (200 Farsi speaking and 200 Farsi and Kurmanji speaking) were tested and compared on these characteristics. The measures used were Riding's instrument for measuring WMC and Kormi-Nouri and associates' tests of reading performance. Moreover, academic achievement was defined to be the average of scores obtained by students at their final school exams in math, science and Farsi. Analysis of regression was then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, ECBL girls were superior to their ML (monolingual) counterparts in all three areas. Findings also showed that both WMC and reading performance are strong predictors of school achievement for both groups. However, the memory capacity was the strongest predictor of achievement for both groups. Possible links among bilingualism and better WMC and reading performance are discussed in order to explain the better school achievement by ECBL students.

show abstract

Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Does Early Kurmanji Speaking Bilingualism Lead to Better Academic Performance? The Role of Working Memory and Reading Performance

Seadatee-Shamir¹,

Soleimanian²,

Zahmatkesh³

et al. 2011

JPR

View full text Add to dashboard Cite

show abstract

“…These tests evaluate articulatory abilities and phonological short-term memory, which are variables that are considered independent from the environment. This shift has led to evolved diagnostic criteria (i.e., strictly applying language tests should be sufficient to establish a diagnosis) (8)(9)(10) .…”

Section: Introductionmentioning

confidence: 99%

Aspectos da fluência da fala em crianças com distúrbio específico de linguagem

Andrade

Befi-Lopes

Juste

et al. 2014

Audiol., Commun. Res.

View full text Add to dashboard Cite

Purpose: The present study aimed to assess specific aspects of speech fluency in children with specific language impairment (SLI). This included examining the typology of speech disruption and rate (in words and syllables per minute), across different age groups. Methods: A total of 50 children, aged 3 to 7 years old, presenting with nonverbal IQ and hearing thresholds within normal limits (without the presence of stuttering) participated in the study. Children were divided into two groups: G1 (SLI) included 25 children (7 girls and 18 boys) and G2 that children aged 3 to 4 years old in G1 had lower speech rate than their age-matched peers from G2. Within-group analyses revealed no differences in disruption typologies between age groups in G1 participants. In contrast, hesitation was the most frequent typology for 4-to 5-year-old G2 children, whereas hesitation and word repetition typologies were observed in 6-to 7-year-old G2 children. Conclusion: Children with suspected SLI between the ages of 3 to 4 years old showed a reduction in word and syllable production. Hesitation-type speech disruptions were prominently used by typically developing children, regardless of age, and were not observed in SLI children.

show abstract

“…Studies [11][12][13][14][15] have been showing that subjects with SLI show limited phonologic storage capacity, pointing that such limitation can be the source to the language difficulties existent on SLI cases. The alteration on non-words repetition tests is appearing to be a linguistic marker in this symptom frame, justifying most of the linguistic alterations, such as sentences comprehension and shortened vocabulary 12, 15,34,35 . The hypothesis in which such alterations on the creation of phonologic representations come from PWM deficits has been kept in discussion.…”

Section: Acknowledgementmentioning

confidence: 94%