東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

The Use of Nonword Repetition Tasks in the Assessment of Developmental Language Disorder in Bilingual Children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Use of Nonword Repetition Tasks in the Assessment of Developmental Language Disorder in Bilingual Children./
作者:	Kelly, Kirsten.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	84 p.
附註:	Source: Masters Abstracts International, Volume: 83-05.
Contained By:	Masters Abstracts International83-05.
標題:	Parents & parenting. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28745009
ISBN:	9798494442499

The Use of Nonword Repetition Tasks in the Assessment of Developmental Language Disorder in Bilingual Children.
Kelly, Kirsten.

The Use of Nonword Repetition Tasks in the Assessment of Developmental Language Disorder in Bilingual Children. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 84 p.

Source: Masters Abstracts International, Volume: 83-05.

Thesis (M.Sc.)--Brigham Young University, 2021.

This item must not be sold to any third party vendors.

To address the needs of the growing number of Spanish-English bilingual children in the United States, Nonword Repetition (NWR) tasks were created to reduce testing bias in the assessment and diagnosis of children with developmental language disorder (DLD). Several studies have shown promising results in the use of NWR tasks; however, fewer studies have addressed questions such as the use of different scoring methods or analyzing error patterns. Thus, this study was conducted to address these gaps in the research. An English and a Spanish NWR task were administered to 26 Spanish-English bilingual school aged children (6;0-9;4). Two different scoring methods (percent phoneme correct and whole word scoring) were compared for diagnostic accuracy and the types and frequency of errors were analyzed. Both scoring methods showed statistically significant differences between groups (participants with DLD and those with typically developing language). Whole word scoring in Spanish had the best diagnostic accuracy, according to sensitivity, specificity, and likelihood ratio measures. However, due to the small number of nonwords that any participant repeated correctly, this may not be a clinically practical scoring method. The Spanish NWR task was a better measure than the English NWR task in identifying children with DLD, suggesting that Spanish NWR could be used to assess DLD in bilingual children. Participants with DLD produced more consonant, vowel, substitution, and omission errors than those with typically developing language. There was no difference between groups for addition errors. Significantly more omission errors were made in Spanish, likely due to the longer nonwords. The longer nonwords may be key in distinguishing between typically developing children and those with DLD. These results have the potential to inform future clinical practices in selecting, scoring, and analyzing NWR tasks.

ISBN: 9798494442499Subjects--Topical Terms:

3562799
Parents & parenting.

The Use of Nonword Repetition Tasks in the Assessment of Developmental Language Disorder in Bilingual Children.
LDR:03058nmm a2200385 4500 001 2347374
005 20220722112729.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798494442499
035 $a (MiAaPQ)AAI28745009
035 $a (MiAaPQ)BrighamYoung10099
035 $a AAI28745009
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kelly, Kirsten. $3 3686609
245 1 4 $a The Use of Nonword Repetition Tasks in the Assessment of Developmental Language Disorder in Bilingual Children.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 84 p.
500 $a Source: Masters Abstracts International, Volume: 83-05.
502 $a Thesis (M.Sc.)--Brigham Young University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a To address the needs of the growing number of Spanish-English bilingual children in the United States, Nonword Repetition (NWR) tasks were created to reduce testing bias in the assessment and diagnosis of children with developmental language disorder (DLD). Several studies have shown promising results in the use of NWR tasks; however, fewer studies have addressed questions such as the use of different scoring methods or analyzing error patterns. Thus, this study was conducted to address these gaps in the research. An English and a Spanish NWR task were administered to 26 Spanish-English bilingual school aged children (6;0-9;4). Two different scoring methods (percent phoneme correct and whole word scoring) were compared for diagnostic accuracy and the types and frequency of errors were analyzed. Both scoring methods showed statistically significant differences between groups (participants with DLD and those with typically developing language). Whole word scoring in Spanish had the best diagnostic accuracy, according to sensitivity, specificity, and likelihood ratio measures. However, due to the small number of nonwords that any participant repeated correctly, this may not be a clinically practical scoring method. The Spanish NWR task was a better measure than the English NWR task in identifying children with DLD, suggesting that Spanish NWR could be used to assess DLD in bilingual children. Participants with DLD produced more consonant, vowel, substitution, and omission errors than those with typically developing language. There was no difference between groups for addition errors. Significantly more omission errors were made in Spanish, likely due to the longer nonwords. The longer nonwords may be key in distinguishing between typically developing children and those with DLD. These results have the potential to inform future clinical practices in selecting, scoring, and analyzing NWR tasks.
590 $a School code: 0022.
650 4 $a Parents & parenting. $3 3562799
650 4 $a Socioeconomic factors. $3 3435444
650 4 $a Language disorders. $3 529869
650 4 $a Memory. $3 522110
650 4 $a Input output. $3 3686610
650 4 $a Immigrant students. $3 3297359
650 4 $a Speaking. $3 3561999
650 4 $a Performance evaluation. $3 3562292
650 4 $a Mothers. $3 598165
650 4 $a Skills. $3 3221615
650 4 $a Parent educational background. $3 3686611
650 4 $a Minority & ethnic groups. $3 3422415
650 4 $a Intelligence tests. $3 529624
650 4 $a Children & youth. $3 3541389
650 4 $a Vocabulary development. $3 3564742
650 4 $a Medical screening. $3 735005
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Bilingualism. $3 730672
650 4 $a Education. $3 516579
650 4 $a Bilingual education. $3 2122778
650 4 $a Ethnic studies. $2 bicssc $3 1556779
650 4 $a Language. $3 643551
650 4 $a Psychobiology. $3 555678
650 4 $a Psychology. $3 519075
650 4 $a Secondary education. $3 2122779
650 4 $a Speech therapy. $3 520446
650 4 $a Therapy. $3 3343697
690 $a 0515
690 $a 0282
690 $a 0631
690 $a 0679
690 $a 0349
690 $a 0621
690 $a 0533
690 $a 0460
690 $a 0212
710 2 $a Brigham Young University. $3 1017451
773 0 $t Masters Abstracts International $g 83-05.
790 $a 0022
791 $a M.Sc.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28745009