American Journal of Speech-Language Pathology Vol.20 302-314 November 2011. doi:10.1044/1058-0360(2011/10-0020)
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrowCustom Print
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Peña, E. D.
Right arrow Articles by Bohman, T. M.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Peña, E. D.
Right arrow Articles by Bohman, T. M.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Delicious   Add to Digg   Add to Facebook   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Research Article

Risk for Poor Performance on a Language Screening Measure for Bilingual Preschoolers and Kindergarteners

Elizabeth D. Peñaa
Ronald B. Gillamb
Lisa M. Bedorea
Thomas M. Bohmana
a University of Texas at Austin
b Utah State University, Logan

Correspondence to Elizabeth D. Peña: lizp{at}mail.utexas.edu

Purpose: This study documents the risk for language impairment in Latino children who had different levels of exposure to English and Spanish.

Method: A total of 1,029 preschool- and kindergarten-age children were screened in the domains of semantics and morphosyntax in both Spanish and English. Parent report was used to document current exposure to and use of Spanish and English, as well as year of first exposure to English. Risk for language impairment was compared for language group, year of first English exposure, age, and mother's education.

Results: While bilingual children's scores on each subtest were significantly lower compared to their functional monolingual peers, they were no more likely to fall in the at-risk range based on a combination of all 4 subtests. Maternal education and year of first English exposure were weakly associated with risk for language impairment but not with language group (via 5 levels of first and second language exposure).

Conclusions: Prevalence of risk for language impairment when both languages are tested is not related to language group.

Key Words: screening, bilingual, language, impairment, risk


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Delicious Delicious   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Child Language Teaching and TherapyHome page
K. J. Greene, E. D. Pena, and L. M. Bedore
Lexical choice and language selection in bilingual preschoolers
Child Language Teaching and Therapy, February 1, 2013; 29(1): 27 - 39.
[Abstract] [PDF]