Determining optimal Spanish words for inclusion in assessments that evaluate children’s phonological patterns

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dc.contributor.author	Prezas, Raúl Francisco
dc.contributor.author	Hodson, Barbara Williams, 1937-
dc.date.accessioned	2007-07-23T20:15:55Z
dc.date.available	2007-07-23T20:15:55Z
dc.date.issued	2007-04-27
dc.identifier.citation	Prezas, Raúl & Hodson, Barbara. (2007). Determining optimal Spanish words for inclusion in assessments that evaluate children’s phonological patterns. In Proceedings : 3rd Annual Symposium : Graduate Research and Scholarly Projects. Wichita, KS : Wichita State University, p.33-34	en
dc.identifier.uri	http://hdl.handle.net/10057/625
dc.description	Paper presented to the 3rd Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 27, 2007.	en
dc.description	Research completed at the Department of Communication Sciences and Disorders, College of Health Professions	en
dc.description.abstract	A critical need exists for unbiased speech/language assessment instruments for all children, but especially for children who speak a language other than English (e.g., Spanish). According to the National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs, the number of English Language Learners (ELL) in U.S. schools has more than doubled from 2,030,451 in 1990 to 5,119,561 in 2005. Of the total ELL population, 80% are reported as being Spanish speakers. This has created a demand for Spanish speech/language services. Currently, published phonological assessment instruments in Spanish are sparse. A major issue pertains to the selection of optimal words for eliciting speech samples. Sixty stimuli were presented to 20 typically developing Spanish-speaking 3- and 4-year-old children of Mexican descent to determine which Spanish words are known best by young Spanish-speaking children. The results indicate that body parts and food/drink items were identified most readily by participants. Colors and numbers were named first in English more often than in Spanish. This analysis will provide additional data regarding differences found from a previous study involving children’s abilities to recognize pictures of words and objects in Spanish. Results will be used for the selection of optimal words for future Spanish phonological assessment protocols.	en
dc.format.extent	172161 bytes
dc.format.mimetype	application/pdf
dc.language.iso	en_US	en
dc.publisher	Wichita State University. Graduate School.	en
dc.relation.ispartofseries	GRASP	en
dc.relation.ispartofseries	v.3	en
dc.subject	Spanish language -- Phonology	en
dc.subject	Children -- Language	en
dc.title	Determining optimal Spanish words for inclusion in assessments that evaluate children’s phonological patterns	en
dc.type	Conference paper	en