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Article: The use of mazes over time in Spanish heritage speakers in the US.

Martinez-Nieto, Lourdes / Moen, Theresa / Pierce, Melissa / Restrepo, Maria Adelaida

2023 Volume 14, Page(s) 1125131

Abstract: Introduction: Mazes are linguistic disfluencies such as filled pauses, repetitions, or revisions of grammatical, phonological, or lexical aspects of words that do not contribute to the meaning of a sentence. Bilingual children are believed to increase ... ...

Abstract	Introduction: Mazes are linguistic disfluencies such as filled pauses, repetitions, or revisions of grammatical, phonological, or lexical aspects of words that do not contribute to the meaning of a sentence. Bilingual children are believed to increase the numbers of mazes in their native or heritage language, the minority language, as they become more proficient in the second language, the societal language. Mazes may increase over time in bilingual Spanish-speaking children as they become more proficient in English, the societal language in the United States. However, current studies have not been conducted longitudinally. Higher rates of mazes in the heritage language over time may be due to changes in language proficiency and differences in processing demands in the children as they use more complex language. Moreover, children with developmental language disorder (DLD) can also present higher rates of mazes than children with typical language. Heritage speakers, therefore, are at risk of being misdiagnosed with DLD due to high rates of mazes. Currently, we do not understand what the typical rates of mazes are as heritage speakers get older and become more proficient in the societal language. The current study examined the type and frequency of Spanish mazes longitudinally in a group of 22 Spanish heritage speakers with and without DLD and determined the changes over time. Methods: A total of 11 children with typical language development (TLD) and 11 with DLD participated in this 5-year longitudinal study. Using a wordless picture book, children completed a retelling task in Spanish during the spring of each academic year (PK to 3rd grade) as part of a 5-h testing battery. Narratives were transcribed and coded for types of mazes (filled pauses, repetitions, grammatical revisions, phonological revisions, and lexical revisions). Results and conclusion: The results of the study indicate that TLD children increased their overall percentage of mazed words and utterances. The opposite pattern was observed in the DLD group, which decreased their percentage of mazed words and utterances. In contrast, both groups demonstrated a decrease in repetitions in first grade and an increase in third grade. Additionally, the TLD and DLD children decreased in the percentage of fillers in first grade and then increased in the third grade. Results suggest that maze use is quite variable in heritage speakers and does not necessarily differentiate groups. Clinicians should not rely solely on mazes to determine ability status. In fact, high use of mazes can reflect typical language development.
Language	English
Publishing date	2023-05-31
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2023.1125131
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Article ; Online: Measuring English Narrative Microstructure in Preschool Dual Language Learners.

Runnion, Elizabeth A / Pierce, Melissa / Restrepo, Maria Adelaida

Language, speech, and hearing services in schools

2022 Volume 53, Issue 2, Page(s) 532–541

Abstract: Purpose: The purpose of the study was to examine the change in specific English microstructure features according to language ability in preschool Spanish-English dual language learners.: Method: We collected English narratives from 22 Spanish- ... ...

Abstract	Purpose: The purpose of the study was to examine the change in specific English microstructure features according to language ability in preschool Spanish-English dual language learners. Method: We collected English narratives from 22 Spanish-English dual language learners with typical language development (TD) and 22 Spanish-English dual language learners with developmental language disorder (DLD) at the beginning and end of their first year in Head Start. Children came from Spanish-speaking homes and were exposed to English and Spanish in their preschool classrooms. We analyzed children's use of English microstructure across time using the Narrative Assessment Protocol. Results: Both groups showed improvement in overall English microstructure use, although children with TD made greater gains than children with DLD. Phrase structure (noun phrases, coordinating conjunctions, and prepositional phrases) increased in both groups, but more so in children with TD than with DLD. Sentence structure (compound, complex, negative, and interrogative sentences) increased in both groups. Verb use, noun use (Tier 2 nouns and nouns marked with plural and possessive endings), and modifiers (adverbs and adjectives) neither changed across time nor differed between groups. Conclusions: Spanish-English dual language learners who attend Head Start and come from Spanish-speaking homes, regardless of language ability, may not readily acquire verbs, nouns, and modifiers during their first year of formal English exposure, suggesting that they would benefit from explicit instruction in these areas. Preschool Spanish-English dual language learners with DLD may make less progress than their peers with TD in phrase structure use, indicating that explicit instruction in this microstructure feature may be beneficial for children with DLD.
MeSH term(s)	Child ; Child Language ; Child, Preschool ; Humans ; Language ; Language Development ; Language Development Disorders/diagnosis ; Language Tests ; Multilingualism
Language	English
Publishing date	2022-03-10
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't ; Research Support, U.S. Gov't, P.H.S.
ZDB-ID	2067619-0
ISSN	1558-9129 ; 0161-1461
ISSN (online)	1558-9129
ISSN	0161-1461
DOI	10.1044/2021_LSHSS-21-00107
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Article ; Online: A Reading Comprehension Intervention for Dual Language Learners With Weak Language and Reading Skills.

Sanabria, Ashley Adams / Restrepo, Maria Adelaida / Walker, Erin / Glenberg, Arthur

Journal of speech, language, and hearing research : JSLHR

2022 Volume 65, Issue 2, Page(s) 738–759

Abstract: Purpose: We evaluated the efficacy of a reading comprehension intervention with dual language learners (DLLs) with documented English reading comprehension difficulties, half of whom had a developmental language disorder. The intervention EMBRACE ( ... ...

Abstract	Purpose: We evaluated the efficacy of a reading comprehension intervention with dual language learners (DLLs) with documented English reading comprehension difficulties, half of whom had a developmental language disorder. The intervention EMBRACE (Enhanced Moved by Reading to Accelerate Comprehension in English) required children to move images on an iPad to both improve and demonstrate understanding of multichapter stories. Additionally, we determined the characteristics of students who most benefit from the intervention. Method: Fifty-six participants in second to fifth grades were randomly assigned to one of two groups: (a) Spanish support intervention or (b) Spanish support control. Outcome measures included performance on comprehension questions related to the intervention texts, two transfer texts with no strategy instruction, and the Gates-MacGinitie Reading Tests-Fourth Edition Reading Comprehension subtest administered pre- and post-intervention. Results: Multilevel hierarchical linear models were used to account for nesting of question within child within classroom. For this group of DLLs, the overall intervention effect was not statistically significant. However, the intervention was most effective with narrative (vs. expository) texts and easy (vs. more difficult) texts. DLLs with lower initial English reading abilities (decoding and comprehension) benefited more from the intervention than those with stronger reading skills. Conclusions: The EMBRACE intervention has promise for use with DLLs with low baseline decoding and comprehension skills, particularly in early elementary grades. Future research should aim to match text difficulty with child skills when introducing new comprehension strategies to maximize benefit from the intervention.
MeSH term(s)	Child ; Child Language ; Comprehension ; Humans ; Language ; Language Tests ; Reading
Language	English
Publishing date	2022-01-20
Publishing country	United States
Document type	Journal Article ; Randomized Controlled Trial ; Research Support, Non-U.S. Gov't
ZDB-ID	1364086-0
ISSN	1558-9102 ; 1092-4388
ISSN (online)	1558-9102
ISSN	1092-4388
DOI	10.1044/2021_JSLHR-21-00266
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Article ; Online: Relationships Among Motor, First, and Second Language Skills Among Bilingual Children With Language Disorders.

Sanabria, Ashley / Restrepo, Maria Adelaida / Peter, Beate / Valentin, Andrea / Glenberg, Arthur

Journal of speech, language, and hearing research : JSLHR

2023 Volume 66, Issue 9, Page(s) 3536–3549

Abstract: Purpose: The purpose of this study was to determine the significance and directions of the relationships among oral and manual fine motor skills and language abilities among Spanish-English bilingual children. If such relationships exist, this would ... ...

Abstract	Purpose: The purpose of this study was to determine the significance and directions of the relationships among oral and manual fine motor skills and language abilities among Spanish-English bilingual children. If such relationships exist, this would support a shared biological influence on motor and language development. Method: Participants included 56 bilingual children, 24 of whom met criteria for developmental language disorder (DLD), recruited based on teacher concern for language and/or reading comprehension abilities. Students participated in a battery of baseline tests to determine motor, language, and cognitive abilities. Correlations among all variables were examined for direction of relationships. Regression models explored the predictive power of motor skills with Spanish and English language ability as the outcome measure. Results: Oral fine motor abilities (diadochokinetic rate productions of /pa/ and /pata/) predicted Spanish (but not English) oral language abilities in the expected direction (i.e., faster rates were associated with better language). Manual fine motor performance on computer tapping tasks was not related to performance in either language. Conclusions: Oral fine motor abilities are related to language abilities in bilingual children, but only for the native language. We did not find reliable differences in oral and manual fine motor skills between groups of bilingual children with and without DLD. These findings support a limited role of shared biological influences on motor and language development.
MeSH term(s)	Humans ; Child ; Multilingualism ; Language Development ; Cognition ; Language Development Disorders/psychology ; Aptitude ; Language Tests
Language	English
Publishing date	2023-08-02
Publishing country	United States
Document type	Journal Article ; Research Support, U.S. Gov't, Non-P.H.S.
ZDB-ID	1364086-0
ISSN	1558-9102 ; 1092-4388
ISSN (online)	1558-9102
ISSN	1092-4388
DOI	10.1044/2023_JSLHR-23-00043
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Article ; Online: Is Oral Bilingualism an Advantage for Word Learning in Children With Hearing Loss?

Diego-Lázaro, Beatriz de / Pittman, Andrea / Restrepo, María Adelaida

Journal of speech, language, and hearing research : JSLHR

2021 Volume 64, Issue 3, Page(s) 965–978

Abstract: Purpose The purpose of this study was to examine whether oral bilingualism could be an advantage for children with hearing loss when learning new words. Method Twenty monolingual and 13 bilingual children with hearing loss were compared with each other ... ...

Abstract	Purpose The purpose of this study was to examine whether oral bilingualism could be an advantage for children with hearing loss when learning new words. Method Twenty monolingual and 13 bilingual children with hearing loss were compared with each other and with 20 monolingual and 20 bilingual children with normal hearing on receptive vocabulary and on three word-learning tasks containing nonsense words in familiar (English and Spanish) and unfamiliar (Arabic) languages. We measured word learning on the day of the training and retention the next day using an auditory recognition task. Analyses of covariance were used to compare performance on the word learning tasks by language group (monolingual vs. bilingual) and hearing status (normal hearing vs. hearing loss), controlling for age and maternal education. Results No significant differences were observed between monolingual and bilingual children with and without hearing loss in any of the word-learning task. Children with hearing loss performed more poorly than their hearing peers in Spanish word retention and Arabic word learning and retention. Conclusions Children with hearing loss who grew up being exposed to Spanish did not show higher or lower word-learning abilities than monolingual children with hearing loss exposed to English only. Therefore, oral bilingualism was neither an advantage nor a disadvantage for word learning. Hearing loss negatively affected performance in monolingual and bilingual children when learning words in languages other than English (the dominant language). Monolingual and bilingual children with hearing loss are equally at risk for word-learning difficulties and vocabulary size matters for word learning.
MeSH term(s)	Child ; Hearing Loss ; Humans ; Language Development ; Multilingualism ; Verbal Learning ; Vocabulary
Language	English
Publishing date	2021-03-01
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	1364086-0
ISSN	1558-9102 ; 1092-4388
ISSN (online)	1558-9102
ISSN	1092-4388
DOI	10.1044/2020_JSLHR-20-00487
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Article ; Online: Cultural Competence and Self-Efficacy After Study Abroad Experiences.

de Diego-Lázaro, Beatriz / Winn, Kevin / Restrepo, María Adelaida

American journal of speech-language pathology

2020 Volume 29, Issue 4, Page(s) 1896–1909

Abstract: Purpose Cultural competence is crucial for the successful provision of speech, language, and hearing services. The purpose of this study was to assess and describe gains in cultural awareness, cultural competence, and self-efficacy after service-learning ...

Abstract	Purpose Cultural competence is crucial for the successful provision of speech, language, and hearing services. The purpose of this study was to assess and describe gains in cultural awareness, cultural competence, and self-efficacy after service-learning study abroad experiences and to examine whether gains in these areas are related to higher clinical skills ratings in speech-language pathology and audiology students. Method Sixteen speech-language pathology and audiology students participated in two international study abroad experiences (Nicaragua and Malawi). Students completed a survey on cultural awareness, competence, and self-efficacy beliefs and journal entries before, during, and after their trips. In addition, the supervisors assessed the clinical skills of the students by the end of the trip. The researchers applied a mixed-methods approach to analyze data from the survey, clinical ratings, and journals. Results Students showed significant increases in cultural awareness, competence, and self-efficacy. Gains in self-efficacy and cultural awareness were highly correlated with students' clinical ratings in cultural competence as judged by their supervisors. Two main themes were identified from the journal entries: continuing community involvement and growth in cultural self-efficacy. Conclusion Service-learning study abroad experiences help students develop cultural awareness and competence skills and increase their self-efficacy beliefs. Using a mixed-methods approach can help identify strengths and weaknesses in the training of speech-language pathology and audiology students with regard to cultural competence. Supplemental Material https://doi.org/10.23641/asha.12642647.
MeSH term(s)	Audiology/education ; Clinical Competence ; Cultural Competency ; Humans ; Self Efficacy ; Speech-Language Pathology/education
Language	English
Publishing date	2020-07-14
Publishing country	United States
Document type	Journal Article
ZDB-ID	1154406-5
ISSN	1558-9110 ; 1058-0360
ISSN (online)	1558-9110
ISSN	1058-0360
DOI	10.1044/2020_AJSLP-19-00101
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Article ; Online: Dynamic Assessment of Narratives Among Navajo Preschoolers.

Henderson, Davis E / Restrepo, Maria Adelaida / Aiken, Leona S

Journal of speech, language, and hearing research : JSLHR

2018 Volume 61, Issue 10, Page(s) 2547–2560

Abstract: Purpose: This study examined whether the Predictive Early Assessment of Reading and Language (PEARL), a dynamic assessment of narratives that measures language comprehension and production, accurately classifies Navajo preschoolers with typically ... ...

Abstract	Purpose: This study examined whether the Predictive Early Assessment of Reading and Language (PEARL), a dynamic assessment of narratives that measures language comprehension and production, accurately classifies Navajo preschoolers with typically developing (TD) language or with language impairment (LI). Method: Ninety 4- and 5-year-old Navajo preschoolers were identified as having LI or are TD (n = 45 each) via a 5-measure battery: parent report, teacher report, English narrative, independent educational plan, and the Clinical Evaluation of Language Fundamental Preschool-Second Edition (Wiig, Secord, & Semel, 2004). Children completed a PEARL pretest, a narrative mediation phase providing principles of narrative structure, and a PEARL posttest. A modifiability score reflected responsiveness to mediation. Results: The PEARL pretest and posttest each distinguished children with LI versus TD children with 89% accuracy; modifiability scores identified children with 100% accuracy. The PEARL story grammar subtest at pretest and posttest best distinguished LI versus TD. A revised cutoff score on the PEARL pretest decreased the diagnosis of TD children as having LI; the standard PEARL posttest cutoff was retained. Conclusion: The PEARL is a promising assessment for accurately differentiating Navajo preschool children with LI from those with TD language, particularly with a revised pretest cutoff score.
MeSH term(s)	Child, Preschool ; Comprehension/physiology ; Female ; Humans ; Indians, North American/ethnology ; Indians, North American/psychology ; Language ; Language Development Disorders/diagnosis ; Language Development Disorders/ethnology ; Language Development Disorders/physiopathology ; Language Tests ; Male ; Narration ; Reading
Language	English
Publishing date	2018-10-10
Publishing country	United States
Document type	Evaluation Studies ; Journal Article ; Research Support, U.S. Gov't, Non-P.H.S.
ZDB-ID	1364086-0
ISSN	1558-9102 ; 1092-4388
ISSN (online)	1558-9102
ISSN	1092-4388
DOI	10.1044/2018_JSLHR-L-17-0313
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Article: Vulnerability of Clitics and Articles to Bilingual Effects in Typically Developing Spanish-English Bilingual Children.

Castilla-Earls, Anny / Pérez-Leroux, Ana Teresa / Martinez-Nieto, Lourdes / Restrepo, Maria Adelaida / Barr, Christopher

Bilingualism (Cambridge, England)

2019 Volume 23, Issue 4, Page(s) 825–835

Abstract: This study examines bilingual effects in Spanish-English bilingual children with good maintenance of the minority language. The present study compares the performance of a group of Spanish-monolingual children (MON; ...

Abstract	This study examines bilingual effects in Spanish-English bilingual children with good maintenance of the minority language. The present study compares the performance of a group of Spanish-monolingual children (MON;
Language	English
Publishing date	2019-11-19
Publishing country	England
Document type	Journal Article
ZDB-ID	1499973-0
ISSN	1469-1841 ; 1366-7289
ISSN (online)	1469-1841
ISSN	1366-7289
DOI	10.1017/s1366728919000610
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Article ; Online: Beyond Scores: Using Converging Evidence to Determine Speech and Language Services Eligibility for Dual Language Learners.

Castilla-Earls, Anny / Bedore, Lisa / Rojas, Raúl / Fabiano-Smith, Leah / Pruitt-Lord, Sonja / Restrepo, María Adelaida / Peña, Elizabeth

American journal of speech-language pathology

2020 Volume 29, Issue 3, Page(s) 1116–1132

Abstract: Purpose Speech-language pathologists have both a professional and ethical responsibility to provide culturally competent services to dual language learners (DLLs). In this tutorial, we recommend that clinicians use a comprehensive assessment of ... ...

Abstract	Purpose Speech-language pathologists have both a professional and ethical responsibility to provide culturally competent services to dual language learners (DLLs). In this tutorial, we recommend that clinicians use a comprehensive assessment of converging evidence to make diagnostic decisions in DLLs in accordance with the American Speech-Language-Hearing Association's Code of Ethics. The content of this tutorial is most appropriate for Spanish-English DLLs between the ages of 4 and 8 years. Method We propose a converging evidence approach, in which one single method is not the deciding factor in making diagnostic decisions regarding the dual language and speech production skills of DLLs. Converging evidence refers to the idea that multiple pieces of assessment data must come together and trend in the same direction to make a diagnostic decision. We recommend gathering assessment data using a combination of language experience questionnaires, bilingual language sample analysis using large-scale reference databases, evaluation of learning potential, and standardized testing. These four assessment methods allow clinicians to examine the child in different contexts to determine their strengths and weakness in communication abilities. Conclusion We illustrate the converging evidence framework using two case studies to guide the clinician through the diagnostic decision-making process.
MeSH term(s)	Child ; Child Language ; Child, Preschool ; Humans ; Language ; Language Tests ; Multilingualism ; Speech
Language	English
Publishing date	2020-08-04
Publishing country	United States
Document type	Journal Article ; Research Support, N.I.H., Extramural
ZDB-ID	1154406-5
ISSN	1558-9110 ; 1058-0360
ISSN (online)	1558-9110
ISSN	1058-0360
DOI	10.1044/2020_AJSLP-19-00179
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Article ; Online: Predictors of Vocabulary Outcomes in Children Who Are Deaf or Hard of Hearing From Spanish-Speaking Families.

de Diego-Lázaro, Beatriz / Restrepo, María Adelaida / Sedey, Allison Lee / Yoshinaga-Itano, Christine

Language, speech, and hearing services in schools

2018 Volume 50, Issue 1, Page(s) 113–125

Abstract: Purpose The goal of this study was to identify predictors of expressive vocabulary in young Spanish-speaking children who are deaf or hard of hearing living in the United States. Method This cross-sectional study considered 53 children with bilateral ... ...

Abstract	Purpose The goal of this study was to identify predictors of expressive vocabulary in young Spanish-speaking children who are deaf or hard of hearing living in the United States. Method This cross-sectional study considered 53 children with bilateral hearing loss between 8 and 34 months of age ( M = 24, SD = 6.9). Demographic variables, variables related to the hearing loss, and intervention variables were included in a hierarchical regression analysis to predict expressive vocabulary quotients from the MacArthur Inventario del Desarrollo de Habilidades Comunicativas (Communicative Development Inventories; Jackson-Maldonado et al., 2003 ). Results Chronological age, degree of hearing loss, functional hearing ability ratings, age of enrollment in early intervention, and the interaction between chronological age and age of intervention accounted for 61.5% of the vocabulary variance. Children who received intervention by 6 months of age achieved significantly higher vocabulary outcomes than children who started intervention later. Conclusion The children's mean vocabulary outcomes were below average when compared with hearing peers. This was especially true for older children, children with moderately-severe-to-profound hearing loss, and children who began intervention after 6 months of age. This delay in vocabulary outcomes has the potential to interfere with future reading and academic outcomes.
MeSH term(s)	Child ; Child, Preschool ; Cross-Sectional Studies ; Deafness/rehabilitation ; Early Intervention, Educational ; Female ; Hearing Loss/rehabilitation ; Hearing Tests ; Hispanic Americans ; Humans ; Infant ; Language ; Male ; Persons With Hearing Impairments ; Reading ; Regression Analysis ; Social Class ; Speech ; United States ; Vocabulary
Language	English
Publishing date	2018-11-14
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't ; Research Support, U.S. Gov't, P.H.S.
ZDB-ID	2067619-0
ISSN	1558-9129 ; 0161-1461
ISSN (online)	1558-9129
ISSN	0161-1461
DOI	10.1044/2018_LSHSS-17-0148
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