An Error Analysis of Nonword Repetition Performance in Toddlers and Young Children: Theoretical Implications and Clinical Utility
| Autor: | Dana Arthur, Vanessa Harwood |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Linguistics and Language
Adolescent Measure (physics) Language Development 030507 speech-language pathology & audiology 03 medical and health sciences Speech and Hearing Error analysis Phonetics Developmental and Educational Psychology Humans 0501 psychology and cognitive sciences Language Development Disorders Child Language Language Tests Repetition (rhetorical device) Working memory 05 social sciences Language impairment Otorhinolaryngology Child Preschool 0305 other medical science Psychology 050104 developmental & child psychology Cognitive psychology |
| Zdroj: | American journal of speech-language pathology. 30(5) |
| ISSN: | 1558-9110 |
| Popis: | Purpose Nonword repetition has been cited as a measure of phonological working memory and continues to gain status as a clinical tool used to identify language impairment in school-age children. Less is known about nonword repetition skills in the toddler population. Method The current study presents a detailed analysis of errors by segmenting nonwords into word, syllable, and phoneme levels. Errors were also analyzed for type (e.g., addition, substitution, deletion). The Test of Early Nonword Repetition was used to measure performance in a sample of 36 typically developing children, aged 24–48 months. Clinical assessments including parent report, language sampling procedures, and standardized assessments were also administered. Results As a group, participants produced significantly more syllable errors compared to word-level errors; however, most errors were made at the phoneme level. Errors of addition were the least common error type, and no differences between substitutions or deletions were present for the entire sample. Toddlers (aged 2 years) produced more syllable-level errors compared to older children (aged 3 years). Substitution errors were positively correlated with performance on clinical measures of language, whereas deletion errors were negatively correlated with performance. Conclusion Nonword repetition performance patterns in young children may be associated with language delay or language impairment and have both clinical and theoretical relevance. |
| Databáze: | OpenAIRE |
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