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Predicting Sentence Repetition Performance in 4-7 Year Old Spanish-English Bilinguals with and without Developmental Language Disorder
White, Karyssa
White, Karyssa
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2025-05
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Communication Sciences
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This study investigates the factors that predict sentence repetition (SR) performance. It is important because SR is a diagnostic tool for identifying developmental language disorder (DLD) in young bilingual (Spanish-English-speaking) children. Using quantitative data from a longitudinal study with 186 children aged 4-7, we examine the predictors of SR performance, including phonological memory, vocabulary knowledge, and language exposure. A qualitative analysis then compares SR performance between children with and without DLD to identify reliable early markers of language impairment. The analysis revealed significant differences between typically developing (TD) bilingual children and those with DLD across both kindergarten and first grade. Children with DLD consistently scored lower in English and Spanish SR tasks compared to their TD peers, with mean differences ranging from 15 to 21 points. For TD children, expressive vocabulary emerged as the strongest predictor of English SR performance, while phonological memory played a more prominent role in Spanish SR tasks. However, for children with DLD, while expressive vocabulary also correlated with SR performance, phonological memory did not significantly contribute. Error analysis revealed divergent results, with memory errors appearing more prominent than vocabulary errors. Despite the impact of phonological memory on error patterns, expressive vocabulary was identified as the strongest predictor of SR performance. The findings aim to improve early identification and intervention strategies for young Spanish-English bilinguals.
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