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Classification Accuracy of Nonword Repetition When Used With Preschool-Age Spanish-Speaking Children.

Purpose: The purpose of the present study was to (a) describe and compare the nonword repetition (NWR) performance of preschool-age Spanish-speaking children (3- to 5-year-olds) with and without language impairment (LI) across 2 scoring approaches and (b) to contrast the classification accuracy of a...

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Published in:Language, Speech & Hearing Services in Schools Vol. 44; no. 2; pp. 121 - 133
Main Authors: Guiberson, Mark, Rodríguez, Barbara L., Nippold, Marilyn, Troia, Gary
Format: research tables/charts Journal Article
Published: American Speech-Language-Hearing Association Apr2013
Online Access:View this record in EBSCOhost
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      issn: 01611461
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      dt: Apr2013
      vid: 44
      iid: 2
      pid: 42
      pub: American Speech-Language-Hearing Association
      place: Rockville, Maryland
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        107969612
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        10.1044/0161-1461(2012/12-0009)
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        atl: Classification Accuracy of Nonword Repetition When Used With Preschool-Age Spanish-Speaking Children.
      aug:
        au:
          Guiberson, Mark
          Rodríguez, Barbara L.
          Nippold, Marilyn
          Troia, Gary
        affil: University of Wyoming, Laramie
      sug:
        subj:
          Sound Classification
          Hispanic Americans
          Repeated Measures
          Phonetics
          Human
          Child, Preschool
          Language Disorders
          Control Group
          Comparative Studies
          Language Tests
          Odds Ratio
          Confidence Intervals
          Sensitivity and Specificity
          Item Analysis
          Speech and Language Assessment Methods
          Project Head Start
          Male
          Female
          Scales
          Reliability
          Multivariate Analysis of Variance
          Discriminant Analysis
          Child, Preschool: 2-5 years
          Male
          Female
      ab: Purpose: The purpose of the present study was to (a) describe and compare the nonword repetition (NWR) performance of preschool-age Spanish-speaking children (3- to 5-year-olds) with and without language impairment (LI) across 2 scoring approaches and (b) to contrast the classification accuracy of a Spanish NWR task when item-level and percentage of phonemes correct (PPC) scoring methods are applied. Method: Forty-four Spanish-speaking children participated. Twenty-one children had LI and 23 had typically developing (TD) language. Children were administered a Spanish NWR task and a standardized Spanish language measure. Results: A developmental pattern in NWR performance was observed, and the children with LI had NWR scores that were significantly lower than those of the TD children. Whereas item-level scoring of NWR items indicated acceptable levels of sensitivity and specificity and suggested positive and negative likelihood ratios, PPC scoring of NWR items resulted in less than desirable levels of sensitivity and adequate specificity. Conclusion: Item-level scoring of 3- to 5-syllable Spanish NWR items may be useful as part of an assessment battery for preschool-age Spanish-speaking children.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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