Anny Castilla-Earls

Interactions between Bilingual Effects and Language Impairment: Exploring Grammatical Markers in Spanish-Speaking Bilingual Children.

This study examines the interaction between language impairment and different levels of bilingual proficiency. Specifically, we explore the potential of articles and direct object pronouns as clinical markers of primary language impairment (PLI) in bilingual Spanish-speaking children. The study compared children with PLI and typically developing children (TD) matched on age, English language proficiency, and mothers education level. Two types of bilinguals were targeted: Spanish-dominant children with intermediate English proficiency (asymmetrical bilinguals, AsyB), and near-balanced bilinguals (BIL). We measured childrens accuracy in the use of direct object pronouns and articles with an elicited language task. Results from this preliminary study suggest language proficiency affects the patterns of use of direct object pronouns and articles. Across language proficiency groups, we find marked differences between TD and PLI, in the use of both direct object pronouns and articles. However, the magnitude of the difference diminishes in balanced bilinguals. Articles appear more stable in these bilinguals and therefore, seem to have a greater potential to discriminate between TD bilinguals from those with PLI. Future studies using discriminant analyses are needed to assess the clinical impact of these findings.

Elmo's Sister's Ball: The Problem of Acquiring Nominal Recursion

Recursion is the ability to iterate syntactic constituents inside constituents. Experimental and corpus literature indicates that comprehending recursive structures is difficult for children. Since recursion is a fundamental property of language, the result of the application of core minimal tools (merge, label, and select), why does it present an acquisition challenge? We propose that while Merge itself is universal, its application is determined by selection, which is extensively parameterized. We investigate whether childrens difficulties can be defined in terms of the complexity of the selectional demands involved. This investigation leads to three empirical questions: i. How does NP recursion compare to NP coordination in acquisition? ii. Do children acquire each level of recursion independently or is recursion triggered automatically once the initial selectional requirements are acquired? iii. Are there differences in the acquisition of different types of nominal recursion? We compare the selectional requirements of English genitives, PPs, and NP coordination. Our syntactic analysis suggests that genitive recursion has more complex selectional demands than PP recursion. We designed a study eliciting production of two level embedded prepositional and genitive NPs. Preschool-aged English-speaking children (n = 46) and adults (n = 11) participated in an elicitation study. Children were comparable to adults in their ability to produce three coordinated NPs, but had substantial difficulty linking three NPs using recursion. First- and second-level embedding were clearly distinct steps in development. These findings have implications for the independence of phrasal and selectional development in children and for our understanding of structural complexity in child language and in theory.

The Complexity of the Spanish Subjunctive in Bilingual Children with SLI.

ABSTRACT This study investigates the use of the Spanish subjunctive in bilingual children with and without specific language impairments (SLI). Using an elicitation task, we examine: (i) the potential of the subjunctive as a grammatical marker of SLI in Spanish-English bilingual children, (ii) the extent to which degree of bilingualism affects performance, and (iii) the specific patterns of errors across groups. The participants in this study include 16 children with SLI and 16 typically developing children (TD) matched on age, English language proficiency, and mother’s education level. Bilingual children are classified either as Spanish-dominant children with intermediate English proficiency (asymmetrical bilinguals, AsyBi) or near-balanced bilinguals (BalBi). The experimental task consists of a sentence-completion exercise eliciting the subjunctive in complement, purpose, and temporal clauses. Results suggest that (i) level of bilingual proficiency, language clinical status, and age predicts the accurate production of the subjunctive; and (ii) temporal clauses might have a better potential to discriminate between TD children and children with SLI in bilingual settings. This study provides general support for grammatically targeted approaches to assessment in bilingual populations.

Narrative Development in Monolingual Spanish-Speaking Preschool Children

Research Findings: The purpose of this study was to describe differences in the narratives produced by 3-, 4-, and 5- year old Spanish-speaking (SS) children. Narrative productions of 104 typically developing children were collected using a story-retelling task and coded using the Index of Narrative Complexity. The results of this study indicate that 3-year-old SS children produced stories containing characters and actions. Four-year-old SS children’s stories were characterized by the use of characters, actions, and internal responses. Five-year-old SS children retold stories containing characters, settings, initiating events, actions, internal responses, formulaic markers, temporal markers, and knowledge of dialogue. Practice: Developmental information to assist educators working with SS children.

Performance of Low-Income Dual Language Learners Attending English-Only Schools on the Clinical Evaluation of Language Fundamentals–Fourth Edition, Spanish

Purpose The aim of this study was to examine the performance of a group of Spanish-speaking, dual language learners (DLLs) who were attending English-only schools and came from low-income and low-parental education backgrounds on the Clinical Evaluation of Language Fundamentals-Fourth Edition, Spanish (CELF-4S; Semel, Wiig, & Secord, 2006). Method Spanish-speaking DLLs (N = 656), ages 5;0 (years;months) to 7;11, were tested for language impairment (LI) using the core language score of the CELF-4S and the English Structured Photographic Expressive Language Test (Dawson, Stout, & Eyer, 2003). A subsample (n = 299) was additionally tested using a Spanish language sample analysis and a newly developed Spanish morphosyntactic measure, for identification of children with LI and to conduct a receiver operating characteristics curve analysis. Results Over 50% of the sample scored more than 1 SD below the mean on the core language score. In our subsample, the sensitivity of the CELF-4S was 94%, and specificity was 65%, using a cutoff score of 85 as suggested in the manual. Using an empirically derived cutoff score of 78, the sensitivity was 86%, and the specificity was 80%. Conclusions Results suggest that the CELF-4S overidentifies low-income Spanish-English DLLs attending English-only schools as presenting with LI. For this sample, 1 in every 3 Latino children from low socioeconomic status was incorrectly identified with LI. Clinicians should be cautious when using the CELF-4S to evaluate low-income Spanish-English DLLs and ensure that they have converging evidence before making diagnostic decisions.

Convergent and Divergent Validity of the Grammaticality and Utterance Length Instrument

Purpose This feasibility study examines the convergent and divergent validity of the Grammaticality and Utterance Length Instrument (GLi), a tool designed to assess the grammaticality and average utterance length of a childs prerecorded story retell. Method Three raters used the GLi to rate audio-recorded story retells from 100 English-speaking preschool children. To examine convergent validity, the results of the GLi were correlated with 2 language sample measures, mean length of utterance in words and percentage of grammatical utterances, and with the results of the Structured Photographic Expressive Language Test-Third Edition (Dawson, Stout, & Eyer, 2003). To examine divergent validity, the results of the GLi were correlated with the results of the Kaufman Brief Intelligence Test-Second Edition (Kaufman & Kaufman, 2004). Comparisons between task completion time for the GLi and Systematic Analysis of Language Transcripts (SALT; Miller & Iglesias, 2010) transcription and analysis were also conducted. Last, preliminary discriminant analysis was used to examine the diagnostic potential of the GLi. Results The results of this study provide evidence of convergent and divergent validity for the GLi. The task completion time for the GLi was considerably shorter than the SALT transcription and analysis. Preliminary analysis of diagnostic accuracy suggests that the GLi has the potential to be a good tool to identify children with language impairment. Discussion The GLi has good convergent and divergent validity and is a reliable instrument to assess utterance length and grammaticality of prerecorded language samples. However, SALT transcription and analysis provide a more detailed and comprehensive analysis of the language skills of a child.

School-Based Speech-Language Pathologists' Perspectives on Diagnostic Decision Making

Purpose This study used a structured open interview approach to elicit information from school-based speech-language pathologists (SLPs) regarding their assessment practices for children with suspected language impairment. Method Phone interviews were conducted with 39 school-based SLPs who were employed across the United States. The interviews explored assessment topics related to assessment tool selection and rationale and the integration of assessment data to determine treatment eligibility. Results The results of this study suggest that SLPs use both standardized testing and informal testing for their diagnostic procedures. Standardized testing appears to be the tool that drives diagnostic decisions regarding eligibility and severity. Informal measures, such as parent/teacher interviews and language sampling, were used by school-based SLPs to gather information regarding naturalistic language use; however, they seem less important in the diagnostic decision-making process. Also, SLPs reported completing language sample transcription and analysis in real time while interacting with a child. Conclusions School-based SLPs appear to rely on the results from standardized testing when determining treatment eligibility for children with language impairment. The reliance on standardized testing appears to be driven by institutional policies. We discuss the potential impact of federal/state/district guidelines on diagnostic decisions and consider the research-to-practice gap.