A Framework for Crosslinguistic Nonword Repetition Tests: Effects of Bilingualism and Socioeconomic Status on Children's Performance
A Framework for Crosslinguistic Nonword Repetition Tests: Effects of Bilingualism and Socioeconomic Status on Children's Performance
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DOI：
10.1044/2016_jslhr-l-15-0293
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发表时间：
2016-10-01
影响因子：
2.6
通讯作者：
Polisenska, Kamila
中科院分区：
文献类型：
--
作者：
Chiat, Shula;Polisenska, Kamila
目的：作为公认的语言障碍指标，非词重复具有独特的潜力，可以将语言障碍与由于语言经验和知识有限而导致的语言障碍区分开来。本研究的重点是一个新的跨语言非词重复框架，包括3个不同非词语音特征的测试，以寻求一种评估，最大限度地减少语言经验和知识的影响，从而最大限度地评估具有不同语言经验的儿童。方法：对来自中高、低社会经济地位（SES）社区的4 ~ 7岁典型发展的单语和双语儿童（每组21人）实施新框架的英文版本，并进行接受性词汇测试。结果：接受性词汇受双语和邻里社会经济地位的双重影响。相比之下，在我们的非单词重复测试中，没有发现双语或邻里社会经济地位的影响，而大多数语言特定测试产生了邻里社会经济地位的边缘影响，但没有发现双语的影响。结论：研究结果支持新测试在评估儿童方面的潜力，而不考虑语言或社会经济背景。他们还强调了考虑非词目标特征和调查双语和社会经济地位对不同语言评估的复合影响的重要性。
Purpose: As a recognized indicator of language impairment, nonword repetition has unique potential for distinguishing language impairment from difficulties due to limited experience and knowledge of a language. This study focused on a new Crosslinguistic Nonword Repetition framework, comprising 3 tests that vary the phonological characteristics of nonwords, in the quest for an assessment that minimizes effects of language experience and knowledge and thereby maximizes potential for assessing children with diverse linguistic experience.Method: The English version of the new framework was administered, with a test of receptive vocabulary, to 4- to 7-year-old monolingual and bilingual children with typical development (n = 21 per group) from neighborhoods with midhigh and low socioeconomic status (SES).Results: Receptive vocabulary was affected by both bilingualism and neighborhood SES. In contrast, no effects of bilingualism or neighborhood SES were found on 2 of our nonword repetition tests, whereas the most languagespecific test yielded a borderline effect of neighborhood SES but no effect of bilingualism.Conclusions: The findings support the potential of the new tests for assessing children regardless of lingual or socioeconomic background. They also highlight the importance of considering the characteristics of nonword targets and investigating the compound influence of bilingualism and SES on different language assessments.