The Relationship among Nonword Repetition, Age, Vocabulary and Articulation Ability

Objectives: This study investigated the influence of internal and external factors on vocabulary development in Korean monolingual and English-Korean bilingual children, and examined predictors of their vocabulary skills.Methods: A total of 45 children aged from 3-6 years participated in this study, including Korean monolingual children (N= 30), and English-Korean bilingual children (N= 15). Children completed standardized vocabulary tests to measure vocabulary skills. To examine internal and external factors, a nonword repetition (NWR) task was administered, and participants’ mothers completed the Children’s Behavior Questionnaire-Very Short Form, the Parenting Stress Index, Fourth Edition Short Form (PSI-4-SF), the Parental Styles and Dimensions Questionnaire, and the Language Environment Questionnaire.Results: For monolingual children, internal factors were significantly correlated with Korean vocabulary skills, and effortful control was the only predictor. For bilingual children, there was a significant correlation between internal factors and Korean vocabulary skills. Effortful control and Korean NWR were predictors of Korean receptive vocabulary skills, and Korean NWR predicted Korean expressive vocabulary skills. Their English vocabulary skills were significantly associated with internal and external factors. Quantity of mother’s English input and English NWR were predictors of English receptive vocabulary skills, and quantity of mother’s English input, English NWR and quality of Korean input were predictors of English expressive vocabulary skills.Conclusion: The results suggest that when examining vocabulary skills, we should consider the influence of effortful control for monolingual children and the influence of mothers’ language use at home for bilingual children. Furthermore, NWR should be applied as a clinical tool when assessing bilingual children.

Section: Internal and External Predictors Of Korean And Englishsupporting

confidence: 86%

mentioning

confidence: 99%

The Influence of Children’s Temperament, Phonological Working Memory, Mother Related Factors, and Language Environment on Vocabulary Development in Korean Monolingual and English-Korean Bilingual Children

Kang¹,

Yim²

2022

“…구어 모방을 살펴본 국내 연구는 주로 무의미 낱말 따라말하기 과제를 통해 일반 아동의 발달적 특성을 살펴보거나 (Ha, 2020a;Hwang, 2015;Hwang & Ha, 2010;Jung & Ha, 2017), 일반 아동의 수행력과 비교하여 언어장애나 말소리장애, 말 늦은 아동의 특성 을 제시하고 있다 (Oh & Yim, 2013;Ha, 2020b;Pi & Ha, 2021) (Hodges et al, 2016;Masur, 1995;Masur & Eichorst, 2002;Roy & Chiat, 2004) (Archibald & Gathercole, 2006;Dollaghan & Campbell, 1998;Gathercole, 2006;Gathercole & Baddeley, 1996). (Ha & Pi, 2016;Kim & Pae, 2005;Pae, 1995;Stoel-Gammon, 1985) (Masur, 1993(Masur, , 1995Masur & Eichorst, 2002).…”

unclassified

Verbal Imitation in 1 to 2-Year-Old Children

Ha,

Kwon,

Jeong

2023

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Objectives: This study aimed to examine the verbal imitation of words and nonwords in children aged 1 to 2 years old. Methods: The study involved four age groups, each six months apart, ranging from 1 to 2 years of age. The children were asked to repeat 12 real words and 12 nonwords, with corresponding reference materials. The responses were classified as correct, incorrect, or no responses. The incorrect responses were further analyzed to identify patterns, including whole-word errors, segmental errors, babbling, and different vocabulary responses. Verbal imitation performances were compared in terms of age and word types. Results: The ratio of no responses in verbal imitation decreased significantly, while the ratio of correct responses increased significantly between the late 1-year and early 2-year age groups. The interaction effect between word types and age in the correct responses of verbal imitation was significant, indicating that 1-year-old and early 2-year-old children did not show significant differences between words and nonwords, whereas late 2-year-old children exhibited better imitation performances for words compared to nonwords. Children produced significantly higher ratios of incorrect responses in verbal imitation for nonwords compared to words. Babbling accounted for more than half of the incorrect responses produced by the early 1-year-olds, which dramatically decreased in older children groups and was seldom observed among 2-year-olds. The late 1-year-olds and 2-year-olds primarily demonstrated whole-word error patterns in both word and non-word imitations. Conclusion: This study confirmed that verbal imitation abilities significantly increased in accordance with children’s growing stage of phonological and lexical development.

“…또한 말 처리 과정 중 어휘 표상(lexical representation)을 거치지 않아 음운 기억 능력을 정확하게 측정할 수 있는 장점이 있다 (Gathercole & Baddeley, 1989). 무의미 낱말 따라 말하기 수행력은 언어발달과정에서 점차 발달하다 3세 경에 비약 적으로 발달하고 이후에도 점진적으로 발달한다 (Gathercole & Baddeley, 1989;Hwang & Ha, 2010;Jung & Ha, 2017 (Wagner & Torgesen, 1987 (Gillon, 2000;Kim, Shin, & Ahn, 2005;Ko & Kim, 2010;Min, Lee, Choi, & Choi, 2015;Rvachew & Grawburg, 2006;). 음운 기억 능력은 주로 무의미 따라말하기 과제를 통해 살펴보았는데 일 반 아동에 비하여 말소리장애 아동의 무의미 따라말하기 수행력 이 낮다는 연구 결과를 보였다 (Lee & Ha, 2018;Lee, Kim, & Hwang, 2018;Lee & Sim, 2003).…”

unclassified

Phonological Processing Ability of Children with Speech Sound Disorders in Early Elementary School Years

Pi¹,

SoGeumBeen²,

Ha³

2020

Self Cite

The purpose of this study was to compare the phonological processing abilities (PPA) between children with speech sound disorder (SSD) and typically developing children (TD) in early elementary school years, and to examine phonological processing abilities according to subtypes of SSD. Methods: The participants were 32 children with SSD and 21 typically developing children in the first to the third grades. Children with SSD were divided into children with articulation disorders, phonological delays, and phonological disorders. The tasks for PPA consisted of (1) phonological awareness (PA) tests at syllable and phoneme levels, (2) phonological memory (PM) tests including non-word repetition (NWR), digit forward recall (DF), and digit backward recall (DB), and (3) rapid automatized naming (RAN) tests conducted by numbers and letters. Results: Children with SSD and TD showed significant differences in NWR. As a result of examining the PPA among subgroups of SSD, children with phonological disorders showed significantly lower performance in the NWR and the RAN than children with articulation disorders. Also, children with phonological delays and phonological disorders showed significantly lower performance in the DB task than children with articulation disorders. Conclusion: Significant differences were found between children with SSD and TD in NWR task among the PPA tasks, suggesting the clinical usefulness of the NWR task. This study suggests that children with SSD form a heterogeneous group who differ in terms of involvement of other aspects of speech processing model.