TY - JOUR
T1 - Language sample analysis and elicitation technique effects in bilingual children with and without language impairment
AU - Kapantzoglou, Maria
AU - Fergadiotis, Gerasimos
AU - Restrepo, Maria
N1 - Funding Information:
This research was supported by the Institute of Education Sciences Grant R305G05025 awarded to Vera Gutiérrez-Clellen (principal investigator) at San Diego State University and M. Adelaida Restrepo (co-principal investigator) at Arizona State University. The authors thank the children, families, and schools that participated in the study.
Publisher Copyright:
© 2017 American Speech-Language-Hearing Association.
PY - 2017/10
Y1 - 2017/10
N2 - Purpose: This study examined whether the language sample elicitation technique (i.e., storytelling and story-retelling tasks with pictorial support) affects lexical diversity (D), grammaticality (grammatical errors per communication unit [GE/CU]), sentence length (mean length of utterance in words [MLUw]), and sentence complexity (subordination index [SI]), which are commonly used indices for diagnosing primary language impairment in Spanish– English-speaking children in the United States. Method: Twenty bilingual Spanish–English-speaking children with typical language development and 20 with primary language impairment participated in the study. Four analyses of variance were conducted to evaluate the effect of language elicitation technique and group on D, GE/CU, MLUw, and SI. Also, 2 discriminant analyses were conducted to assess which indices were more effective for story retelling and storytelling and their classification accuracy across elicitation techniques. Results: D, MLUw, and SI were influenced by the type of elicitation technique, but GE/CU was not. The classification accuracy of language sample analysis was greater in story retelling than in storytelling, with GE/CU and D being useful indicators of language abilities in story retelling and GE/CU and SI in storytelling. Conclusion: Two indices in language sample analysis may be sufficient for diagnosis in 4- to 5-year-old bilingual Spanish-English-speaking children.
AB - Purpose: This study examined whether the language sample elicitation technique (i.e., storytelling and story-retelling tasks with pictorial support) affects lexical diversity (D), grammaticality (grammatical errors per communication unit [GE/CU]), sentence length (mean length of utterance in words [MLUw]), and sentence complexity (subordination index [SI]), which are commonly used indices for diagnosing primary language impairment in Spanish– English-speaking children in the United States. Method: Twenty bilingual Spanish–English-speaking children with typical language development and 20 with primary language impairment participated in the study. Four analyses of variance were conducted to evaluate the effect of language elicitation technique and group on D, GE/CU, MLUw, and SI. Also, 2 discriminant analyses were conducted to assess which indices were more effective for story retelling and storytelling and their classification accuracy across elicitation techniques. Results: D, MLUw, and SI were influenced by the type of elicitation technique, but GE/CU was not. The classification accuracy of language sample analysis was greater in story retelling than in storytelling, with GE/CU and D being useful indicators of language abilities in story retelling and GE/CU and SI in storytelling. Conclusion: Two indices in language sample analysis may be sufficient for diagnosis in 4- to 5-year-old bilingual Spanish-English-speaking children.
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U2 - 10.1044/2017_JSLHR-L-16-0335
DO - 10.1044/2017_JSLHR-L-16-0335
M3 - Article
C2 - 28915297
AN - SCOPUS:85031908948
SN - 1092-4388
VL - 60
SP - 2852
EP - 2864
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 10
ER -