Vera F. Gutiérrez?Clellen|Gabriela Simón-Cereijido
Using Nonword Repetition Tasks for the Identification of Language Impairment in Spanish?English?Speaking Children: Does the Language of Assessment Matter?
San Diego State University|California State University Los Angeles
purpose study twofold 1 evaluate clinical utility verbal working memory measure specifically nonword repetition task sample spanishenglish bilingual children 2 determine extent individual differences relative language skills language use effect clinical differentiation children measures total 144 latino children 95 children typical language development 49 children language impairment tested using nonword lists developed language results show clinical accuracy nonword repetition tasks varies depending languages tested test performance appeared related individual differences language use exposure findings support monolingual approach assessment bilingual children nonword repetition tasks even children appear fluent speakers language testing nonword repetition may assist screening latino children used bilingually combination clinical measures