What can errors tell us?
Examining variation in the sentence repetition of Spanish-English speaking children
Poster presentation at the 2021 ASHA Convention by Lisa Fitton, Rachel Hoge, Kathryn Watson, Rose Luna, Jaddey Feliz Cabrera, & Kaiela Campos.
Funding Note:
The research reported in this proposal was supported in part by funds from a New Investigators Research Grant awarded to Lisa Fitton & Marc Goodrich by the ASHFoundation in 2019.
The research reported in this proposal was supported in part by funds from a New Investigators Research Grant awarded to Lisa Fitton & Marc Goodrich by the ASHFoundation in 2019.
References / Related Work
Bedore, L. M., & Peña, E. D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism, 11(1), 1–29. https://doi.org/10.2167/beb392.0
Bedore, L. M., Peña, E. D., Anaya, J. B., Nieto, R., Lugo-Neris, M. J., & Baron, A. (2018). Understanding disorder within variation: Production of English grammatical forms by English language learners. Language, Speech, and Hearing Services in Schools, 49(2), 277–291. https://doi.org/10.1044/2017_LSHSS-17-0027
Castilla-Earls, A., Bedore, L., Rojas, R., Fabiano-Smith, L., Pruitt-Lord, S., Restrepo, M. A., & Peña, E. (2020). Beyond scores: Using converging evidence to determine speech and language services eligibility for dual language learners. American Journal of Speech-Language Pathology, 29, 1116–1132. https://doi.org/10.1044/2020_AJSLP-19-00179
Castro, D. C., Páez, M. M., Dickinson, D. K., & Frede, E. (2011). Promoting language and literacy in young dual language learners: Research, practice, and policy. Child Development Perspectives, 5(1), 15–21. https://doi.org/10.1111/j.1750-8606.2010.00142.x
Fulcher-Rood, K., Castilla-Earls, A., & Higginbotham, J. (2019). Diagnostic decisions in child language assessment: Findings from a case review assessment task. Language, Speech, and Hearing Services in Schools, 1–14. https://doi.org/10.1044/2019_LSHSS-18-0044
Klem, M., Melby-Lervåg, M., Hagtvet, B., Lyster, S. A. H., Gustafsson, J. E., & Hulme, C. (2015). Sentence repetition is a measure of children’s language skills rather than working memory limitations. Developmental Science, 18(1), 146–154. https://doi.org/10.1111/desc.12202
LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure: Alternative Education for Children and Youth, 55(3), 115–122. https://doi.org/10.1080/10459880903472876
Leclercq, A.-L., Qué Mart, P., Magis, D., & Maillart, C. (2014). The sentence repetition task: A powerful diagnostic tool for French children with specific language impairment. Research in Developmental Disabilities, 35, 3423–3430. https://doi.org/10.1016/j.ridd.2014.08.026
Peña, E. D., Gutiérrez-Clellen, V. F., Iglesias, A., Goldstein, B., & Bedore, L. M. (2014). Bilingual English-Spanish Assessment (BESA). AR-Clinical publications.
Polišenská, K., Chiat, S., & Roy, P. (2015). Sentence repetition: What does the task measure? International Journal of Language and Communication Disorders, 50(1), 106–118. https://doi.org/10.1111/1460-6984.12126
Pratt, A. S., Peña, E. D., & Bedore, L. M. (2020). Sentence repetition with bilinguals with and without DLD: Differential effects of memory, vocabulary, and exposure. Bilingualism: Language and Cognition, 1–14. https://doi.org/10.1017/s1366728920000498
Rojas, R., Hiebert, L., Gusewski, S., & Francis, D. J. (2019). Moving forward by looking back: Understanding why some Spanish-speaking English learners fall behind. New Directions for Child and Adolescent Development, 2019(166), 43–77. https://doi.org/10.1002/cad.20305
Simon-Cereijido, G., & Méndez, L. I. (2018). Using language-specific and bilingual measures to explore lexical–grammatical links in young latino dual-language learners. Language, Speech, and Hearing Services in Schools, 49(3), 537–550. https://doi.org/10.1044/2018_LSHSS-17-0058
Umansky, I. M., & Reardon, S. F. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms. American Educational Research Journal, 51(5), 879–912. https://doi.org/10.3102/0002831214545110
Bedore, L. M., Peña, E. D., Anaya, J. B., Nieto, R., Lugo-Neris, M. J., & Baron, A. (2018). Understanding disorder within variation: Production of English grammatical forms by English language learners. Language, Speech, and Hearing Services in Schools, 49(2), 277–291. https://doi.org/10.1044/2017_LSHSS-17-0027
Castilla-Earls, A., Bedore, L., Rojas, R., Fabiano-Smith, L., Pruitt-Lord, S., Restrepo, M. A., & Peña, E. (2020). Beyond scores: Using converging evidence to determine speech and language services eligibility for dual language learners. American Journal of Speech-Language Pathology, 29, 1116–1132. https://doi.org/10.1044/2020_AJSLP-19-00179
Castro, D. C., Páez, M. M., Dickinson, D. K., & Frede, E. (2011). Promoting language and literacy in young dual language learners: Research, practice, and policy. Child Development Perspectives, 5(1), 15–21. https://doi.org/10.1111/j.1750-8606.2010.00142.x
Fulcher-Rood, K., Castilla-Earls, A., & Higginbotham, J. (2019). Diagnostic decisions in child language assessment: Findings from a case review assessment task. Language, Speech, and Hearing Services in Schools, 1–14. https://doi.org/10.1044/2019_LSHSS-18-0044
Klem, M., Melby-Lervåg, M., Hagtvet, B., Lyster, S. A. H., Gustafsson, J. E., & Hulme, C. (2015). Sentence repetition is a measure of children’s language skills rather than working memory limitations. Developmental Science, 18(1), 146–154. https://doi.org/10.1111/desc.12202
LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure: Alternative Education for Children and Youth, 55(3), 115–122. https://doi.org/10.1080/10459880903472876
Leclercq, A.-L., Qué Mart, P., Magis, D., & Maillart, C. (2014). The sentence repetition task: A powerful diagnostic tool for French children with specific language impairment. Research in Developmental Disabilities, 35, 3423–3430. https://doi.org/10.1016/j.ridd.2014.08.026
Peña, E. D., Gutiérrez-Clellen, V. F., Iglesias, A., Goldstein, B., & Bedore, L. M. (2014). Bilingual English-Spanish Assessment (BESA). AR-Clinical publications.
Polišenská, K., Chiat, S., & Roy, P. (2015). Sentence repetition: What does the task measure? International Journal of Language and Communication Disorders, 50(1), 106–118. https://doi.org/10.1111/1460-6984.12126
Pratt, A. S., Peña, E. D., & Bedore, L. M. (2020). Sentence repetition with bilinguals with and without DLD: Differential effects of memory, vocabulary, and exposure. Bilingualism: Language and Cognition, 1–14. https://doi.org/10.1017/s1366728920000498
Rojas, R., Hiebert, L., Gusewski, S., & Francis, D. J. (2019). Moving forward by looking back: Understanding why some Spanish-speaking English learners fall behind. New Directions for Child and Adolescent Development, 2019(166), 43–77. https://doi.org/10.1002/cad.20305
Simon-Cereijido, G., & Méndez, L. I. (2018). Using language-specific and bilingual measures to explore lexical–grammatical links in young latino dual-language learners. Language, Speech, and Hearing Services in Schools, 49(3), 537–550. https://doi.org/10.1044/2018_LSHSS-17-0058
Umansky, I. M., & Reardon, S. F. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms. American Educational Research Journal, 51(5), 879–912. https://doi.org/10.3102/0002831214545110
