Margaret Kehoe1, Diane Poulin-Dubois2, Margaret Friend3. 1. Department of Speech Therapy and Psycholinguistics, Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland. 2. Developmental Cybernetics, Department of Psychology, Concordia University, Montréal, Quebec, Canada. 3. Center for Clinical and Cognitive Neuroscience, Department of Psychology, San Diego State University, CA.
Abstract
PURPOSE: This study investigated within-language and between-language associations between phonological memory, vocabulary, and grammar in French-English (n = 43) and Spanish-English (n = 25) bilingual children at 30, 36, and 48 months. It was predicted that phonological memory would display both within-language and between-language relations to language development and that these relations would be stronger at the youngest age. METHOD: Bilingual children participated in free-play sessions in both of their languages at each age, from which vocabulary and grammatical information (number of different words and mean length of utterance) was extracted. Vocabulary information was also obtained from parent inventories completed when the children were 30 months and a standardized receptive vocabulary test administered at 36 and 48 months. The children were also administered nonword repetition tests in both of their languages at each age. RESULTS: Mixed logistic regression indicated that phonological memory was associated with vocabulary and grammar within the same language and phonological memory in the other language. In two of the four statistical models, phonological memory exhibited positive between-language relations, and in one model, it exhibited negative between-language relations to language development. Results also indicated that within-language and between-languages effects remained constant, or between-language associations decreased during the age range studied. CONCLUSION: Overall, the findings provide some support for cross-language associations between phonological memory and lexical and grammatical skills.
PURPOSE: This study investigated within-language and between-language associations between phonological memory, vocabulary, and grammar in French-English (n = 43) and Spanish-English (n = 25) bilingual children at 30, 36, and 48 months. It was predicted that phonological memory would display both within-language and between-language relations to language development and that these relations would be stronger at the youngest age. METHOD: Bilingual children participated in free-play sessions in both of their languages at each age, from which vocabulary and grammatical information (number of different words and mean length of utterance) was extracted. Vocabulary information was also obtained from parent inventories completed when the children were 30 months and a standardized receptive vocabulary test administered at 36 and 48 months. The children were also administered nonword repetition tests in both of their languages at each age. RESULTS: Mixed logistic regression indicated that phonological memory was associated with vocabulary and grammar within the same language and phonological memory in the other language. In two of the four statistical models, phonological memory exhibited positive between-language relations, and in one model, it exhibited negative between-language relations to language development. Results also indicated that within-language and between-languages effects remained constant, or between-language associations decreased during the age range studied. CONCLUSION: Overall, the findings provide some support for cross-language associations between phonological memory and lexical and grammatical skills.
Authors: Connie Summers; Thomas M Bohman; Ronald B Gillam; Elizabeth D Peña; Lisa M Bedore Journal: Int J Lang Commun Disord Date: 2010 Jul-Aug Impact factor: 3.020
Authors: Bethany Keffala; Shelley Scarpino; Carol Scheffner Hammer; Barbara Rodriguez; Lisa Lopez; Brian Goldstein Journal: Am J Speech Lang Pathol Date: 2020-08-04 Impact factor: 2.408