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 SRCLD Presentation Details 

    Preposition Use in Bilingual Children at Risk for Language Impairment  
Casey Taliancich - University of Texas at Austin
Lisa Bedore - University of Texas at Austin
Elizabeth Pena - University of Texas at Austin

SRCLD Year: 2009
Presentation Type: Poster Presentation
Poster Number:
Presentation Time: (na)
- Cross Linguistic Comparison
- Language Acquisition
- Language Impairment, School Age
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).
Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders