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SRCLD Presentation Details
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Preposition Use in Bilingual Children at Risk for Language Impairment |
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Casey Taliancich - University of Texas at Austin
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Lisa Bedore - University of Texas at Austin
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Elizabeth Pena - University of Texas at Austin
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| SRCLD Year: |
2009 |
| Presentation Type: |
Poster Presentation |
| Presentation Time: |
(na) |
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| - Cross Linguistic Comparison |
| - Language Acquisition |
| - Language Impairment, School Age |
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This project explores the use of prepositions in Spanish-English bilingual children with and without language impairment. Subjects identified as typically developing and language impaired were recruited from a study in progress, the Bilingual Diagnostic Markers Project (Pena, PI.) and given the Bilingual English Spanish Assessment (BESA), and the Test of Narrative Language (TNL) to determine language status. Subjects ranged in age from 5;5 to 6;7. A tell and retell task using wordless picture books were used to assess preposition errors. Preliminary analysis showed that the bilinguals as a group made more commission, substitution, and omission errors in English and Spanish combined. Within the bilingual group there were more errors in English. More prepositions were produced in English than in Spanish. More omission errors were produced in English versus Spanish. This is a starting point for looking at grammatical markers in bilinguals to learn about typical versus disordered development. Funded by the Bilingual Diagnostic Markers Project (Pena, PI). |
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