The Cleft palate-craniofacial journal : official publication of the American Cleft Palate-Craniofacial Association · 2018
Nasometric Comparison Between Spanish-English Bilingual and English Monolingual Children.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Perry Jamie L, Kotlarek Katelyn, Mendez Lucia, Holt Yolanda, Fafulas Stephen, Broadwell Katie
Аннотация
OBJECTIVE: It is well established in the literature that English diagnostic tests should not be directly applied to speakers whose primary language is Spanish. Normative nasalance data across word and sentence-level stimuli among Spanish-English bilingual children living in the United States have not been provided. The present study aims to (1) compare differences in nasalance between typically developing Spanish-English bilingual children and English-speaking monolingual children and (2) determine whether within-speaker nasalance differences exist in Spanish-English bilingual children when presented with English and Spanish speech stimuli.
DESIGN: Thirty-four typically developing children including 17 monolingual English speakers and 17 Spanish-English bilingual speakers with normal velopharyngeal anatomy between 5 and 7 years of age participated in the study. Speakers were recorded using a nasometer producing sets of stimulus items at the word and sentence level in English (English monolinguals) and in both Spanish and English for bilingual children.
RESULTS: Results indicated no statistically significant difference between nasalance values across the different stimuli between monolingual and bilingual participants. However, within-subject effects showed statistical significance between English and Spanish word stimuli among the bilingual group.
CONCLUSIONS: These findings emphasize the importance of using language-specific diagnostic materials for nasalance testing, which would be of importance in the treatment of individuals with cleft palate.
DESIGN: Thirty-four typically developing children including 17 monolingual English speakers and 17 Spanish-English bilingual speakers with normal velopharyngeal anatomy between 5 and 7 years of age participated in the study. Speakers were recorded using a nasometer producing sets of stimulus items at the word and sentence level in English (English monolinguals) and in both Spanish and English for bilingual children.
RESULTS: Results indicated no statistically significant difference between nasalance values across the different stimuli between monolingual and bilingual participants. However, within-subject effects showed statistical significance between English and Spanish word stimuli among the bilingual group.
CONCLUSIONS: These findings emphasize the importance of using language-specific diagnostic materials for nasalance testing, which would be of importance in the treatment of individuals with cleft palate.