Classification Accuracy of Nonword Repetition When Used With Preschool-Age Spanish-Speaking Children Purpose The purpose of the present study was to (a) describe and compare the nonword repetition (NWR) performance of preschool-age Spanish-speaking children (3- to 5-year-olds) with and without language impairment (LI) across 2 scoring approaches and (b) to contrast the classification accuracy of a Spanish NWR task when item-level and ... Research Article
Research Article  |   April 01, 2013
Classification Accuracy of Nonword Repetition When Used With Preschool-Age Spanish-Speaking Children
 
Author Affiliations & Notes
  • Mark Guiberson
    University of Wyoming, Laramie
  • Barbara L. Rodríguez
    The University of New Mexico, Albuquerque
  • Correspondence to Mark Guiberson: mguibers@uwyo.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Gary Troia
    Associate Editor: Gary Troia×
Article Information
Cultural & Linguistic Diversity / Research Articles
Research Article   |   April 01, 2013
Classification Accuracy of Nonword Repetition When Used With Preschool-Age Spanish-Speaking Children
Language, Speech, and Hearing Services in Schools, April 2013, Vol. 44, 121-132. doi:10.1044/0161-1461(2012/12-0009)
History: Received January 19, 2012 , Revised April 3, 2012 , Accepted October 22, 2012
 
Language, Speech, and Hearing Services in Schools, April 2013, Vol. 44, 121-132. doi:10.1044/0161-1461(2012/12-0009)
History: Received January 19, 2012; Revised April 3, 2012; Accepted October 22, 2012
Web of Science® Times Cited: 12

Purpose The purpose of the present study was to (a) describe and compare the nonword repetition (NWR) performance of preschool-age Spanish-speaking children (3- to 5-year-olds) with and without language impairment (LI) across 2 scoring approaches and (b) to contrast the classification accuracy of a Spanish NWR task when item-level and percentage of phonemes correct (PPC) scoring methods are applied.

Method Forty-four Spanish-speaking children participated. Twenty-one children had LI and 23 had typically developing (TD) language. Children were administered a Spanish NWR task and a standardized Spanish language measure.

Results A developmental pattern in NWR performance was observed, and the children with LI had NWR scores that were significantly lower than those of the TD children. Whereas item-level scoring of NWR items indicated acceptable levels of sensitivity and specificity and suggested positive and negative likelihood ratios, PPC scoring of NWR items resulted in less than desirable levels of sensitivity and adequate specificity.

Conclusion Item-level scoring of 3- to 5-syllable Spanish NWR items may be useful as part of an assessment battery for preschool-age Spanish-speaking children.

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