Spanish-speaking Preschoolers Research Articles

Evaluación de las dimensiones del desarrollo socioemocional, cognitivo y motor en niños chilenos con Trastorno del Desarrollo del Lenguaje y desarrollo típico: Un estudio analítico

Recent evidence shows that children with Developmental Language Disorder (DLD) may present limitations in areas of development other than language. There are few studies in Spanish-speaking preschoolers that evaluate them, especially in the socioemotional and motor dimensions. The objectives were to compare cognitive, motor, socioemotional and language development between preschoolers with TDL and typical development (TD) and to correlate their language skills with the rest of the dimensions. Forty children with a mean age of 56 months were divided into two groups: 20 with TDL and 20 with TD. They were compared using the Test of Infant Learning and Development (TADI), and it was found that children with TDL performed significantly worse in all scales. When studying the correlations, the relationship between motor skills and receptive grammar in both samples stands out. The findings suggest the need for an interdisciplinary approach under an integrative vision of development that promotes the well-being of these children.

The Acquisition of Black Language by Spanish-Speaking Preschoolers: A Community-Based Sociolinguistic Approach to Language Assessment.

The purpose of this case series was to demonstrate a community-based sociolinguistic approach to language sample analysis (LSA) for the evaluation of Spanish-English bilingual preschoolers acquiring Black language (BL). As part of a comprehensive bilingual speech-language evaluation, we examined sociolinguistic variables in the context of the children's English language samples. Specific emphasis is placed on sociolinguistic information to account for all language(s) and dialect(s) in each child's environment, BL feature patterns, and appropriate scoring procedures for characterizing language use. This case series includes four monolingual English-speaking and four bilingual Spanish-English-speaking 4-year-olds in a linguistically diverse preschool program. Play samples were collected from each child and coded for morphosyntactic features across three categories: BL, Spanish-Influenced English, and shared. Measures derived from the language samples include percent grammatical utterances, mean length of utterance in words, and number of different words. The children's language is characterized within a community-based sociolinguistic approach that combines three culturally responsive methods for assessment found in the speech-language pathology literature in addition to a novel sociolinguistic questionnaire. We explain how conducting LSA using a community-based sociolinguistic approach yields diagnostically relevant information that is pertinent to conducting a comprehensive and accurate evaluation of preschoolers in linguistically diverse settings without the use of standardized assessments. A community-based sociolinguistic approach to LSA is a useful procedure for mitigating misdiagnosis in preschoolers reared in linguistically diverse environments.

Singleton consonant onset acquisition in monolingual Granada Spanish-speaking preschoolers with typical versus protracted phonological development: Impacts of word structure and feature constraints - CORRIGENDUM.

Singleton consonant onset acquisition in monolingual Granada Spanish-speaking preschoolers with typical versus protracted phonological development: Impacts of word structure and feature constraints – CORRIGENDUM

Singleton consonant onset acquisition in monolingual Granada Spanish-speaking preschoolers with typical versus protracted phonological development: Impacts of word structure and feature constraints.

While consonant acquisition clearly requires mastery of different articulatory configurations (segments), sub-segmental features and suprasegmental contexts influence both order of acquisition and mismatch (error) patterns (Bérubé, Bernhardt, Stemberger & Ciocca, 2020). Constraints-based nonlinear phonology provides a comprehensive framework for investigating the impact of sub- and suprasegmental impacts on acquisition (Bernhardt & Stemberger, 1998). The current study adopted such a framework in order to investigate these questions for Granada Spanish. Single-word samples of monolingual preschoolers in Granada (29 typically developing; 30 with protracted phonological development) were transcribed by native Spanish speakers in consultation with an international team. Beta regression analyses showed significant effects of age, developmental group, and word structure variables (word length, stress, position of consonants and syllables within the word); salience, markedness and/or frequency across the phonological hierarchy accounted for many patterns. The study further demonstrates the impacts of sub- and suprasegmental constraints of the phonological system on consonant acquisition.

Article comprehension in monolingual Spanish-speaking children with developmental language disorder: A longitudinal eye tracking study

Purpose Article-noun disagreement in spoken language is a marker of children with developmental language disorder (DLD). However, the evidence is less clear regarding article comprehension. This study investigates article comprehension in monolingual Spanish-speaking children with and without DLD. Method Eye tracking methodology used in a longitudinal experimental design enabled the examination of real time article comprehension. The children at the time 1 were 40 monolingual Spanish-speaking preschoolers (20 with DLD and 20 with typical language development [TLD]). A year later (time 2), 27 of these children (15 with DLD and 12 with TLD) were evaluated. Children listened to simple phrases while inspecting a four object visual context. The article in the phrase agreed in number and gender with only one of the objects. Result At the time 1, children with DLD did not use articles to identify the correct image, while children with TLD anticipated the correct picture. At the time 2, both groups used the articles’ morphological markers, but children with DLD showed a slower and weaker preference for the correct referent compared to their age-matched peers. Conclusion These findings suggest a later emergence, but a similar developmental trajectory, of article comprehension in children with DLD compared to their peers with TLD.

The Relationship Between Perceived Assertiveness/Shyness and Emergent Bilinguals’ Vocabulary Intervention Outcomes: A Preliminary Investigation

This preliminary study examined the relationship between clinicians’ perceptions (i.e., speech pathologists) of children’s scores on the Assertiveness scale of the Teacher-Child Rating Scale 2.1 and gains in naming and defining words following English-only or Spanish–English intervention for emergent bilinguals (EBs). Twenty-eight Spanish-speaking preschoolers were randomly assigned to participate in one of two vocabulary intervention groups: English-only ( n = 14) and Spanish-English with Spanish provided through a tablet computer ( n = 14). EBs were assessed in naming and definition before and after interventions. The clinicians provided perceptions of levels of assertiveness and shyness of both groups of EBs using the Assertiveness scale. A correlation analysis indicated a strong relationship between the Assertiveness scale and English word naming and definition gains in both groups (English-only and Spanish–English) and Spanish gains in the Spanish–English group. Clinicians’ perceptions of shyness should be considered as a variable of interest that affects response to intervention.

Language, analogical reasoning, and working memory skills in emergent literacy period: Typical and DLD trajectories via Cluster Analyses

The aim of the present study was to compare emergent literacy profiles among Spanish-speaking preschoolers with and without developmental language disorders (DLD), based on phonological and lexical skills, working memory (WM), and analogical reasoning (AR, including verbal and nonverbal). The study sample was composed of 123 children aged 47- 62 months (age group 1 or G1:M = 55.09, SD = 4.52; 61 boys, 62 girls) and 115 children aged 63–78 months (age group 2 or G2:M = 69.27, SD = 4.16; 54 boys, 61 girls). We compared the performance by age group in all measures, after which hierarchical cluster analyses using emergent literacy scores were performed for each age group. The linguistic and cognitive factors of the resulting clusters were compared using the Kruskal-Wallis test and pairwise comparison. Cluster analysis yielded 3 clusters in each age group that significantly differed on linguistic and cognitive measures. The groups were identified as high, mid, and low performance. DLD groups were associated with low performance in listening comprehension, lexical decision, and syllabification in G1 and lexical repetition and final sound in G2. The high-performance groups were associated with higher performance in syllabification, initial sound, and lexical repetition in G1 and listening comprehension in G2. The main differences between age groups were observed in syllabification and lexical decision. Furthermore, the results suggest that verbal AR and WM are positive markers of linguistic profiles in the youngest group, while only verbal AR appears relevant in the oldest group. These findings highlight the heterogeneity of emergent literacy profiles and may enhance the understanding of language and literacy development in typical and DLD Spanish-speaking children.

Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas)

ABSTRACT Despite the important role assigned to analogical reasoning (AR) in cognition and language, the relationship between this ability and language skills in the emergent literacy period has not been sufficiently studied, especially in Spanish speakers. To explore this link, we examined two modalities of AR (verbal and non-verbal) as predictors of linguistic skills in Spanish-speaking preschoolers with typical language development. A descriptive, cross-sectional study was conducted and non-probability sampling was used. Participants were assessed on listening comprehension, lexical skills, phonological awareness and verbal and non-verbal AR. The sample consisted of 48 monolingual Spanish-speaking children from 4.1 to 6.0 years old. Hierarchical regression analysis identified a general model of age and verbal AR as significant predictors of overall emergent literacy performance and also pointed out the different contributions of the verbal and non-verbal AR to models of listening comprehension, lexical skills and phonological awareness. These findings contribute to the discussion on the dynamics of this relationship in the emergent literacy period and underscore the need to analyse specific analogical modalities in models of language development.

Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children

Multitiered systems of support hold promise for dual language learners when culturally and linguistically responsive practices guide instruction. We modeled growth on Spanish and English early literacy skills and examined the role of language exposure and use at the individual and classroom instruction level in a group of 313 Spanish-English-speaking bilingual preschool-age children from 81 classrooms. Results revealed a significant portion of variance in children’s performance was between classrooms. Children demonstrated meaningful growth on all measures except English rhyming. Predominantly Spanish and bilingual instruction produced growth as strong as English instruction on all measures except for first sounds and sound identification where bilingual instruction had a negative impact on growth. Children’s language profiles did not interact with their classroom language of instruction. Implications for understanding the role language of instruction and home language exposure in multitiered systems of support with Spanish-speaking preschoolers are discussed. Impact Statement Preschool-age Spanish-speaking dual language learners grow as quickly in Spanish language instruction as in English instruction on Spanish and English alphabet knowledge and phonological awareness skills. Preschool-age Spanish-speaking dual language learners did not grow as quickly in settings self-identified as providing bilingual instruction as in English-only instruction on English alphabet knowledge and phonological awareness skills. More research is needed to identify the factors in these settings that are related to this difference. Early childhood MTSS models can improve young DLL’s outcomes by facilitating data-based decisions that unpack the nuances of their performance. It is important when considering the needs of DLLs to include performance in each of their languages, understand expected growth rates in each of their languages, and consider tier 1 language of instruction.

Clustering of neuropsychological traits of preschoolers

Neuropsychological tests (targeting cognitive, linguistic, motor, and executive abilities) are grouped in neuropsychological domains that are thought to be stable through adulthood. However, this assumption does not always hold true, particularly during young children’s early developmental phase. Here, we explored how the neuropsychological profile of typical Spanish-speaking preschoolers varied and consolidated with age. We recruited 643 monolingual Latin-American children from Mexico, Colombia, and Guatemala, with ages spanning from 30 to 71 months of age, and applied a novel neuropsychological examination which combined a total of 52 tests covering five classical neuropsychological domains: receptive, expressive, attention/memory, processing, and executive functions. These tests’ scores uncovered a correlational structure across neuropsychological functions that could not be explained by chance. Notably, these correlations’ overall strength, but not their interdependence across domains, dramatically increased with age. Moreover, by applying conventional clustering techniques to classify the experimental data, we found a stable representation of two clusters of children with distinctive traits, with cultural factors contributing to this classification scheme. We also found that the tasks were well organized in a network of abilities, where nodes with highest highest interconnectedness were those that required multimodal processing. These results contribute to our understanding of children’s ‘normal’ development and could help identify how failure in particular functions forecasts the emergence of neurodevelopmental disorders. Our analytic methods might become useful to characterize individual differences and improve educational practices and interventions.

Effects of the Age, Sex, and Maternal Education of Monolingual Spanish-Speaking Preschool Children on Oral Narrative Production.

Purpose The aim of the present cross-sectional study was to determine the effects of age, sex, and maternal education of monolingual Spanish-speaking preschoolers on both macrostructural (oral narrative quality) and microstructural measures (number of different words, communication units, mean length of utterance in both words and morphemes, and number of conjunctions) of their oral narrative production. Method A total of 277 monolingual Spanish-speaking Mexican children aged 2;06-5;11 (years;months) and divided into four age groups (ages 2, 3, 4, and 5 years) were asked to retell a fictional story from the oral narrative ability task of the Evaluación Neuropsicológica Infantil-Preescolar. Results Appropriate internal consistency and interrater reliability were demonstrated. Pearson correlations between macro- and microstructural measures showed a positive association. A multivariate analysis of variance revealed a main effect for age, but not for sex, maternal education, or between-variables interactions. Partial eta-squared showed that age had a medium effect size on oral narrative quality and the number of different words and conjunctions, with a small effect size on communication units and mean length of utterance in words and morphemes. Hierarchical multiple regression analyses indicated that age explained the largest percentage of variance across the oral narrative measures. Conclusions The measures found to be most sensitive to the effect of age (number of different words, oral narrative quality, communication units, conjunctions) are also those most easily assessed by clinicians with limited training in linguistics. Results obtained for the number of different words and communication units were similar to those reported previously for English-speaking children.

Engagement in social pretend play predicts preschoolers’ executive function gains across the school year

Recent experimental evidence suggests that engaging in pretend play can improve children's executive functions (EFs). Yet, evidence regarding how play relates to the development of EF remains sparse. The current study investigated whether preschoolers’ social and solitary pretend play over the course of one preschool year predicted growth in inhibitory control, a key component of EF. Participants were 132 Spanish-speaking preschoolers (Mage = 53 months) from 10 Head Start classrooms in the southwest United States. Multiple 15-s naturalistic observations of children's interactions (e.g., social, solitary) and activities (e.g., pretense, non-pretense) were gathered across free-play classroom contexts. Among observed play behaviors, social pretense was the only predictor of inhibitory control growth in preschool contexts. The current study speaks to the importance of continued research on play-based interventions, especially in diverse populations, and corroborates a growing body of theoretical and empirical evidence for the importance of pretend play in the development of EF.

Pilot test of the Hablemos Juntos Tier 2 academic language curriculum for Spanish-speaking preschoolers

This randomized control trial evaluated the feasibility and promise of a Spanish supplemental curriculum when delivered in small-group settings to pre-kindergarten (pre-k) children who qualified for Tier 2 support. The program focused on Spanish academic language development using shared book reading and extension activities. All 30 classrooms served Spanish-speaking students within a dual language Spanish/English model. The 167 participating students were eligible for Tier 2 support based on scores below benchmark on their district’s screening and progress monitoring measures. Classroom teachers provided about 15 h of Tier 2 intervention across an 11-week period. Results showed effects on proximal outcomes, but not distal, standardized measures. Specifically, children in Tier 2 intervention groups learned explicitly taught academic vocabulary words (d = .50), but there were no group differences for untaught words exposed within the shared reading texts. Classroom teachers were able to implement the Tier 2 intervention with fidelity and reported high satisfaction with the approach. These findings suggest the promise of small-group instruction for targeting higher level, academic language with pre-k children demonstrating risk.

Spanish-speaking preschoolers’ effortful control and their English vocabulary and letter-word skills

We examined the association between Spanish-speaking preschoolers’ (N = 137; M age = 53 months; SD = 4 months; 53% boys) effortful control (EC) and English vocabulary and letter-word skills. We also examined whether close teacher-child relationships and classroom engagement mediated the association between EC and English vocabulary and letter-word skills and whether that mediated association varied based on parents’ and preschoolers’ English use at home. Data were gathered using teacher and parent surveys and child standardized assessments. The results revealed a positive association between preschoolers’ EC in the fall of preschool and their English vocabulary and letter-word skills in the following spring. The association was mediated through close teacher-child relationships and classroom engagement, but only at certain levels of parents’ and preschoolers’ English use at home. The findings highlight the important role that EC may play in fostering Spanish-speaking preschoolers’ English skills and the classroom socioemotional processes by which that association operates as a function of their linguistic experiences in English at home.

Examination of Narrative Language at Microstructural and Macrostructural Levels in Spanish-Speaking Preschoolers.

Purpose The purpose of this study was to examine narrative language samples of Spanish-speaking preschoolers to analyze changes in microstructural and macrostructural skills in their first language (L1) from fall to spring, relationships between narrative and vocabulary skills in L1, and the extent to which fall skills predict spring performance. Method Participants included 40 Spanish-speaking children who were enrolled in community-based preschool programs. Narrative language retells from the fall and spring were examined, and microstructural and macrostructural components were analyzed using the Narrative Assessment Protocol-Spanish and the Narrative Scoring Scheme, respectively. Participants also completed an assessment of expressive vocabulary in Spanish. Results The results indicated different degrees of change in microstructural and macrostructural elements, change from fall to spring in some but not all elements measured, shifting patterns of association between L1 vocabulary and narrative skills, and variable prediction of spring scores. Conclusion Results from this study enhance professionals' understanding of Spanish-speaking preschoolers' narrative language skills in L1 and considerations for assessing and monitoring progress at different points in the academic year.

Effects of a Family Literacy Program for Latino Parents: Evidence From a Single-Subject Design.

Purpose This study investigated the effects of a family literacy program on Latino parents' language practices at home and their children's oral language skills. The study examined the extent to which (a) the program called Family Reading Intervention for Language and Literacy in Spanish was effective at teaching low-income, low-education Latino parents 3 language strategies (i.e., comments, high-level questions, and recasts) for reading aloud and (b) parent implementation of the target strategies influenced children's language skills. Method Five Latino mothers and their Spanish-speaking preschool children participated in a multiple-baseline, single-subject design across participants. Program initiation was staggered across the mothers after obtaining a stable baseline. Data on parent and child outcomes were collected across 3 experimental conditions: baseline, intervention, and follow-up. This study employed visual data analysis (e.g., level, trend, variability) to examine the program effects on parent and child outcomes. Results The program had an important effect on parental use of comments and high-level questions, but less impact on recasts. In addition, the program had a notable effect on the children's use of different words and conversational turns, less effect on inferences, and no effect on the mean length of utterance in words. Conclusion Family Reading Intervention for Language and Literacy in Spanish is an effective program to extend and enrich the reading practices that low-income children from a culturally and linguistically diverse background experience at home. The results have implications for family literacy programs aimed at minority Spanish-speaking families.

Using Audio Prompting to Assist Monolingual Speech-Language Pathologists to Teach English–Spanish Vocabulary to English Learners

This research investigates the effectiveness of using a child’s first language (L1), specifically Spanish, with Audio Prompting (AP) delivered via a tablet computer by monolingual English-speaking clinicians to enhance vocabulary growth in the L1 and second language (L2) of children who are English Learners (ELs). Outcomes of vocabulary instruction for Spanish-speaking preschoolers assigned to one of three groups: (a) Spanish–English instruction ( n = 14) with Spanish delivered through AP, (b) English-only instruction ( n = 14), and (c) control group ( n = 15) indicates that both Spanish–English instruction and English-only instruction may result in greater gains in English naming when compared with no instruction. Importantly, Spanish–English instruction may produce greater gains in English definition as well as Spanish naming and definition when compared with no instruction, with outcomes maintained post instruction. AP can be useful to increase L1 and L2 vocabulary and definition in ELs, once monolingual English-speaking speech-language pathologist is trained in the use of AP.

Stance-taking in Spanish-speaking Preschoolers’ Argumentative Interaction

Abstract The aim of this study is to determine what linguistic resources are used for stance-taking in confrontational interactions. For this purpose, we analyze 70 argumentative sequences in spontaneous peer conversations during play situations of 4 dyads (2 mid and 2 low socio-economic status backgrounds) of 4 to 7-year-old Argentinian children. Stance-taking relies on the use of evaluative language, understood as the markers of speaker’s attitude (reference to internal states such as attribute, cognition, emotion, intention, and reported speech, [Shiro, 2003]); and the use of evidential markers, understood as speaker’s reference to the status of the information in the utterance (causality, concession, capacity, deontic and epistemic modality, and inference, [Shiro, 2007]), including markers of politeness which serve to mitigate (or intensify) the confrontation (Watts, 2003). Our findings describe the evaluative resources used for stance-taking strategies produced by children at this early age in confrontational interactions with their peers.

Individual Growth and Development Indicators-Español: Innovation in the development of Spanish oral language general outcome measures

The population of Spanish-speaking preschoolers in the United States continues to increase and there is a significant need to develop psychometrically sound early language and literacy screening measures to accurately capture children’s ability in Spanish. In this paper, we describe the innovative design and calibration process of the new Individual Growth and Development Indicators-Español (IGDIs-E). We developed and tested two Spanish oral language measures: Identificación de los Dibujos/Picture Naming and Verbos (Expresivo)/Expressive Verbs with 976 Spanish-speaking preschoolers (4–5-years old; 50% female) across five states. Children were tested in Spanish in fall, winter, and spring across two academic years. Results provide evidence that the new IGDIs-E are psychometrically sound with no significant bias between genders and dialects of Spanish spoken in the United States. Cumulative results, the utility of the final measures, and the implications for data-based decision making with Spanish-speaking preschoolers is discussed.

Spanish validation of the Spence Preschool Anxiety Scale.

The Preschool Anxiety Scale (PAS) is a 28-item measure designed to assess anxiety symptoms in preschoolers aged 31 to 83months. The present study aims to extend the literature by examining the psychometric properties and factorial structure of the PAS in a Spanish community sample of 274 preschoolers aged 3 to 7years. Factor analysis confirmed the five-factor original model after removing eight items, suggesting a shorter 20-item version for the Spanish preschoolers. The scale demonstrated to have good internal consistency (Cronbach's α=0.84). Moderate but significant correlations with a measure of health-related quality of life supported the convergent validity of the PAS. The Spanish version of the PAS demonstrated to have good psychometric properties, providing these results initial support to its use for assessing a broad range of anxiety symptoms in Spanish-speaking preschoolers.