Detecting Developmental Language Disorder in Monolingual and Bilingual Children: Comparison of Language-Specific and Crosslinguistic Nonword Repetition Tasks in French and Portuguese.

PURPOSE: Over the last decades, many studies have documented the clinical potential of nonword repetition (NWR) tasks for detecting developmental language disorder in mono- (MON) and bilingual (BIL) children by unveiling their difficulties in short-term memory and phonological accuracy. However, the precise nature of the nonwords to be used and the best scoring methods remain under debate. Some authors (e.g., Gutiérrez-Clellen & Simon-Cereijido, 2010) support the use of "language-specific" nonwords designed for a given test language in standardized tests. Other authors (e.g., Chiat, 2015) advocate the use of "crosslinguistic" stimuli, thus allowing assessment independently of the languages spoken by the child.

METHOD: This research note compares two language-specific tasks (French vs. Portuguese) and a crosslinguistic NWR task in a population of 5- to 7-year-old MON and BIL children. Group comparisons (children with vs. without developmental language disorder; MON vs. BIL children), an error analysis, sensitivity and specificity calculations (assessed according to the recommendations of Plante and Vance, 1994, and Youden, 1950) are reported.

RESULTS

All three tasks significantly differentiate children with and without developmental language disorder with large effect sizes but did not show an effect for bilingualism, which is encouraging for the BIL assessment. As expected, an influence of children's age and length and complexity of the stimuli was also found. The language-specific French task was found to be the most sensitive (max. 88%) and specific (max. 92%); the crosslinguistic task also reached good accuracy percentages for the BIL group (max. 82% sensitivity and 84% specificity).

CONCLUSION

This research note adds to the evidence that NWR tasks are promising tolls for the identification of MON and BIL children with developmental language disorder.

SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.19111628.