Influence of current input-output and age of first exposure on phonological acquisition in early bilingual Spanish-English-speaking kindergarteners

Background Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. Aims To investigate the influence of age of first...

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Veröffentlicht in:International journal of language & communication disorders 2016-07, Vol.51 (4), p.368-383
Hauptverfasser: Ruiz-Felter, Roxanna, Cooperson, Solaman J., Bedore, Lisa M., Peña, Elizabeth D.
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container_title International journal of language & communication disorders
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creator Ruiz-Felter, Roxanna
Cooperson, Solaman J.
Bedore, Lisa M.
Peña, Elizabeth D.
description Background Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. Aims To investigate the influence of age of first exposure to English and the amount of current input–output on phonological accuracy in English and Spanish in early bilingual Spanish–English kindergarteners. Also whether parent and teacher ratings of the children's intelligibility are correlated with phonological accuracy and the amount of experience with each language. Methods & Procedures Data for 91 kindergarteners (mean age = 5;6 years) were selected from a larger dataset focusing on Spanish–English bilingual language development. All children were from Central Texas, spoke a Mexican Spanish dialect and were learning American English. Children completed a single‐word phonological assessment with separate forms for English and Spanish. The assessment was analyzed for segmental accuracy: percentage of consonants and vowels correct and percentage of early‐, middle‐ and late‐developing (EML) sounds correct were calculated. Outcomes & Results Children were more accurate on vowel production than consonant production and showed a decrease in accuracy from early to middle to late sounds. The amount of current input–output explained more of the variance in phonological accuracy than age of first English exposure. Although greater current input–output of a language was associated with greater accuracy in that language, English‐dominant children were only significantly more accurate in English than Spanish on late sounds, whereas Spanish‐dominant children were only significantly more accurate in Spanish than English on early sounds. Higher parent and teacher ratings of intelligibility in Spanish were correlated with greater consonant accuracy in Spanish, but the same did not hold for English. Higher intelligibility ratings in English were correlated with greater current English input–output, and the same held for Spanish. Conclusions & Implications Current input–output appears to be a better predictor of phonological accuracy than age of first English exposure for early bilinguals, consistent with findings on the effect of language experience on performance in other language domains in bilingual children. Although greater current input–output in a language predicts higher accuracy in that language, this interacts wit
doi_str_mv 10.1111/1460-6984.12214
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Aims To investigate the influence of age of first exposure to English and the amount of current input–output on phonological accuracy in English and Spanish in early bilingual Spanish–English kindergarteners. Also whether parent and teacher ratings of the children's intelligibility are correlated with phonological accuracy and the amount of experience with each language. Methods &amp; Procedures Data for 91 kindergarteners (mean age = 5;6 years) were selected from a larger dataset focusing on Spanish–English bilingual language development. All children were from Central Texas, spoke a Mexican Spanish dialect and were learning American English. Children completed a single‐word phonological assessment with separate forms for English and Spanish. The assessment was analyzed for segmental accuracy: percentage of consonants and vowels correct and percentage of early‐, middle‐ and late‐developing (EML) sounds correct were calculated. Outcomes &amp; Results Children were more accurate on vowel production than consonant production and showed a decrease in accuracy from early to middle to late sounds. The amount of current input–output explained more of the variance in phonological accuracy than age of first English exposure. Although greater current input–output of a language was associated with greater accuracy in that language, English‐dominant children were only significantly more accurate in English than Spanish on late sounds, whereas Spanish‐dominant children were only significantly more accurate in Spanish than English on early sounds. Higher parent and teacher ratings of intelligibility in Spanish were correlated with greater consonant accuracy in Spanish, but the same did not hold for English. Higher intelligibility ratings in English were correlated with greater current English input–output, and the same held for Spanish. Conclusions &amp; Implications Current input–output appears to be a better predictor of phonological accuracy than age of first English exposure for early bilinguals, consistent with findings on the effect of language experience on performance in other language domains in bilingual children. Although greater current input–output in a language predicts higher accuracy in that language, this interacts with sound complexity. The results highlight the utility of the EML classification in assessing bilingual children's phonology. The relationships of intelligibility ratings with current input–output and sound accuracy can shed light on the process of referral of bilingual children for speech and language services.</description><identifier>ISSN: 1368-2822</identifier><identifier>EISSN: 1460-6984</identifier><identifier>DOI: 10.1111/1460-6984.12214</identifier><identifier>PMID: 26952160</identifier><language>eng</language><publisher>United States: Blackwell Publishing Ltd</publisher><subject>Accuracy ; Age ; Bilingual Education ; Bilingual Students ; Bilingualism ; Child ; Child, Preschool ; Children &amp; youth ; Comparative Analysis ; Correlation ; EML classification ; English as a second language learning ; Female ; Hispanic American Students ; Humans ; Kindergarten ; Language ; Language Acquisition ; Language Development ; Language Dominance ; Language Enrichment ; language experience ; Language use ; Male ; Monolingualism ; Multilingualism ; Parent-child relations ; Phonemes ; Phonetics ; Phonological processing ; Phonology ; Second Language Learning ; Spanish ; Spanish language ; Speech Production Measurement ; Texas ; Vowels ; Young Children</subject><ispartof>International journal of language &amp; communication disorders, 2016-07, Vol.51 (4), p.368-383</ispartof><rights>2016 Royal College of Speech and Language Therapists</rights><rights>2016 Royal College of Speech and Language Therapists.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5724-da73dddae46dc9ee3635fb198994e4f717f05cca534bf9400cdd50ecb1889693</citedby><cites>FETCH-LOGICAL-c5724-da73dddae46dc9ee3635fb198994e4f717f05cca534bf9400cdd50ecb1889693</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2F1460-6984.12214$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2F1460-6984.12214$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1105929$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/26952160$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Ruiz-Felter, Roxanna</creatorcontrib><creatorcontrib>Cooperson, Solaman J.</creatorcontrib><creatorcontrib>Bedore, Lisa M.</creatorcontrib><creatorcontrib>Peña, Elizabeth D.</creatorcontrib><title>Influence of current input-output and age of first exposure on phonological acquisition in early bilingual Spanish-English-speaking kindergarteners</title><title>International journal of language &amp; communication disorders</title><addtitle>International Journal of Language &amp; Communication Disorders</addtitle><description>Background Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. Aims To investigate the influence of age of first exposure to English and the amount of current input–output on phonological accuracy in English and Spanish in early bilingual Spanish–English kindergarteners. Also whether parent and teacher ratings of the children's intelligibility are correlated with phonological accuracy and the amount of experience with each language. Methods &amp; Procedures Data for 91 kindergarteners (mean age = 5;6 years) were selected from a larger dataset focusing on Spanish–English bilingual language development. All children were from Central Texas, spoke a Mexican Spanish dialect and were learning American English. Children completed a single‐word phonological assessment with separate forms for English and Spanish. The assessment was analyzed for segmental accuracy: percentage of consonants and vowels correct and percentage of early‐, middle‐ and late‐developing (EML) sounds correct were calculated. Outcomes &amp; Results Children were more accurate on vowel production than consonant production and showed a decrease in accuracy from early to middle to late sounds. The amount of current input–output explained more of the variance in phonological accuracy than age of first English exposure. Although greater current input–output of a language was associated with greater accuracy in that language, English‐dominant children were only significantly more accurate in English than Spanish on late sounds, whereas Spanish‐dominant children were only significantly more accurate in Spanish than English on early sounds. Higher parent and teacher ratings of intelligibility in Spanish were correlated with greater consonant accuracy in Spanish, but the same did not hold for English. Higher intelligibility ratings in English were correlated with greater current English input–output, and the same held for Spanish. Conclusions &amp; Implications Current input–output appears to be a better predictor of phonological accuracy than age of first English exposure for early bilinguals, consistent with findings on the effect of language experience on performance in other language domains in bilingual children. Although greater current input–output in a language predicts higher accuracy in that language, this interacts with sound complexity. The results highlight the utility of the EML classification in assessing bilingual children's phonology. 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Medical Complete (Alumni)</collection><collection>Nursing &amp; Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>International journal of language &amp; communication disorders</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ruiz-Felter, Roxanna</au><au>Cooperson, Solaman J.</au><au>Bedore, Lisa M.</au><au>Peña, Elizabeth D.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1105929</ericid><atitle>Influence of current input-output and age of first exposure on phonological acquisition in early bilingual Spanish-English-speaking kindergarteners</atitle><jtitle>International journal of language &amp; communication disorders</jtitle><addtitle>International Journal of Language &amp; Communication Disorders</addtitle><date>2016-07</date><risdate>2016</risdate><volume>51</volume><issue>4</issue><spage>368</spage><epage>383</epage><pages>368-383</pages><issn>1368-2822</issn><eissn>1460-6984</eissn><abstract>Background Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. Aims To investigate the influence of age of first exposure to English and the amount of current input–output on phonological accuracy in English and Spanish in early bilingual Spanish–English kindergarteners. Also whether parent and teacher ratings of the children's intelligibility are correlated with phonological accuracy and the amount of experience with each language. Methods &amp; Procedures Data for 91 kindergarteners (mean age = 5;6 years) were selected from a larger dataset focusing on Spanish–English bilingual language development. All children were from Central Texas, spoke a Mexican Spanish dialect and were learning American English. Children completed a single‐word phonological assessment with separate forms for English and Spanish. The assessment was analyzed for segmental accuracy: percentage of consonants and vowels correct and percentage of early‐, middle‐ and late‐developing (EML) sounds correct were calculated. Outcomes &amp; Results Children were more accurate on vowel production than consonant production and showed a decrease in accuracy from early to middle to late sounds. The amount of current input–output explained more of the variance in phonological accuracy than age of first English exposure. Although greater current input–output of a language was associated with greater accuracy in that language, English‐dominant children were only significantly more accurate in English than Spanish on late sounds, whereas Spanish‐dominant children were only significantly more accurate in Spanish than English on early sounds. Higher parent and teacher ratings of intelligibility in Spanish were correlated with greater consonant accuracy in Spanish, but the same did not hold for English. Higher intelligibility ratings in English were correlated with greater current English input–output, and the same held for Spanish. Conclusions &amp; Implications Current input–output appears to be a better predictor of phonological accuracy than age of first English exposure for early bilinguals, consistent with findings on the effect of language experience on performance in other language domains in bilingual children. Although greater current input–output in a language predicts higher accuracy in that language, this interacts with sound complexity. The results highlight the utility of the EML classification in assessing bilingual children's phonology. The relationships of intelligibility ratings with current input–output and sound accuracy can shed light on the process of referral of bilingual children for speech and language services.</abstract><cop>United States</cop><pub>Blackwell Publishing Ltd</pub><pmid>26952160</pmid><doi>10.1111/1460-6984.12214</doi><tpages>16</tpages></addata></record>
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identifier ISSN: 1368-2822
ispartof International journal of language & communication disorders, 2016-07, Vol.51 (4), p.368-383
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subjects Accuracy
Age
Bilingual Education
Bilingual Students
Bilingualism
Child
Child, Preschool
Children & youth
Comparative Analysis
Correlation
EML classification
English as a second language learning
Female
Hispanic American Students
Humans
Kindergarten
Language
Language Acquisition
Language Development
Language Dominance
Language Enrichment
language experience
Language use
Male
Monolingualism
Multilingualism
Parent-child relations
Phonemes
Phonetics
Phonological processing
Phonology
Second Language Learning
Spanish
Spanish language
Speech Production Measurement
Texas
Vowels
Young Children
title Influence of current input-output and age of first exposure on phonological acquisition in early bilingual Spanish-English-speaking kindergarteners
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