Date of Award
2012-01-01
Degree Name
Master of Science
Department
Speech-Language Pathology
Advisor(s)
Bess S. Fjordbak
Abstract
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.
Language
en
Provenance
Received from ProQuest
Copyright Date
2012
File Size
43 pages
File Format
application/pdf
Rights Holder
Marcela Susa
Recommended Citation
Susa, Marcela, "Phonological Memory Associations Of Language Impairment In Bilingual Children" (2012). Open Access Theses & Dissertations. 2204.
https://scholarworks.utep.edu/open_etd/2204