Phonological memory associations of language impairment in bilingual children

Marcela Susa, University of Texas at El Paso


Knowledge-based assessments of language impairments have been found to contain bias for assessing performance in bilingual children from diverse cultural backgrounds. As an alternative, measures related to performance of phonological working memory are becoming more popular for bilingual children. The purpose of the current study was to investigate how bilingual children with language impairment (BILI) would perform on nonword repetition and sentence repetition when compared to typically developing peers (BITD). Also, the current study investigated the extent to which the nonword repetition task and sentence repetition task were associated with each other in bilingual (English-Spanish) children. Results demonstrated that typically developing children performed better than children with language impairment in all tasks in both languages. Also, significant correlations within Spanish language were found for all participants, but not for the groups separately. There was an indication that experience with the language influenced the performance on the tasks. There were no significant correlations within English which was not as established in the participants as Spanish.

Subject Area

Speech therapy|Cognitive psychology|Hispanic American studies

Recommended Citation

Susa, Marcela, "Phonological memory associations of language impairment in bilingual children" (2012). ETD Collection for University of Texas, El Paso. AAI1512628.