The language abilities of bilingual children with Down syndrome.
Children with Down syndrome (DS) have cognitive disabilities resulting from trisomy 21. Language-learning difficulties, especially expressive language problems, are an important component of the phenotype of this population. Many individuals with DS are born into bilingual environments. To date, how...
| Publicado en: | American Journal of Speech-Language Pathology Vol. 14; no. 3; pp. 187 - 200 |
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| Autores principales: | , , , , , |
| Formato: | questionnaire/scale research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Aug2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106393002&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106393002 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10580360 5E7 jtl: American Journal of Speech-Language Pathology issn: 10580360 maglogo: N pubinfo: dt: Aug2005 vid: 14 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 106393002 106393002 2009060938 10.1044/1058-0360(2005/019) NLM16229670 106393002 ppf: 187 ppct: 13 formats: fmt: @attributes: type: P tig: atl: The language abilities of bilingual children with Down syndrome. aug: au: Bird EK Cleave P Trudeau N Thordardottir E Sutton A Thorpe A affil: School of Human Communication Disorders, Dalhousie University, 5599 Fenwick Street, Halifax, Nova Scotia B3H 1R2, Canada; rainbird@dal.ca sug: subj: Down Syndrome Language Development In Infancy and Childhood Multilingualism In Infancy and Childhood Speech and Language Assessment In Infancy and Childhood Case Control Studies Child Child, Preschool Comparative Studies Descriptive Statistics Funding Source Intelligence Tests Language Tests Mean Length of Utterance Neuropsychological Tests Nova Scotia One-Way Analysis of Variance Post Hoc Analysis Two-Tailed Test Two-Way Analysis of Variance Human Child: 6-12 years Child, Preschool: 2-5 years ab: Children with Down syndrome (DS) have cognitive disabilities resulting from trisomy 21. Language-learning difficulties, especially expressive language problems, are an important component of the phenotype of this population. Many individuals with DS are born into bilingual environments. To date, however, there is almost no information available regarding the capacity of these individuals to acquire more than 1 language. The present study compared the language abilities of 8 children with DS being raised bilingually with those of 3 control groups matched on developmental level: monolingual children with DS (n = 14), monolingual typically developing (TD) children (n = 18), and bilingual TD children (n = 11). All children had at least 100 words in their productive vocabularies but a mean length of utterance of less than 3.5. The bilingual children spoke English and 1 other language and were either balanced bilinguals or English-dominant. English testing was completed for all children using the following: the Preschool Language Scale, Third Edition; language sampling; and the MacArthur Communicative Development Inventories (CDI). Bilingual children were also tested in the second language using a vocabulary comprehension test, the CDI, and language sampling. Results provided evidence of a similar profile of language abilities in bilingual children as has been documented for monolingual children with DS. There was no evidence of a detrimental effect of bilingualism. That is, the bilingual children with DS scored at least as well on all English tests as their monolingual DS counterparts. Nonetheless, there was considerable diversity in the secondlanguage abilities demonstrated by these individuals with DS. Clinical implications are addressed. pubtype: Academic Journal doctype: questionnaire/scale research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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