Nonwords and narratives : English and Spanish recall tasks in bilingual children

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Nonwords and narratives : English and Spanish recall tasks in bilingual children

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dc.contributor.advisor Peña, Elizabeth D.
dc.creator Summers, Connie Lorene
dc.date.accessioned 2010-12-10T21:56:29Z
dc.date.accessioned 2010-12-10T21:56:34Z
dc.date.available 2010-12-10T21:56:29Z
dc.date.available 2010-12-10T21:56:34Z
dc.date.created 2010-08
dc.date.issued 2010-12-10
dc.date.submitted August 2010
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2010-08-1976
dc.description.abstract Both long-term language knowledge and language ability affect the efficiency of the working memory system (Kohnert, Windsor, & Yim, 2006; Summers, Bohman, Peña, Bedore, & Gillam, 2009). Models of working memory (Baddeley, 2003; Cowan, 1999; Potter & Lombardi, 1990) account for variations in how memory is used in nonword repetition (NWR) and narrative retell tasks. Use of working memory varies by language ability and language experience. The current study explored the role of working memory, language ability, and language experience on narrative retell in bilingual children. Eighty bilingual first grade children participated in the study and represented a wide range of language abilities as determined by the Bilingual English Spanish Assessment (Peña, Gutiérrez-Clellen, Iglesias, Goldstein & Bedore, in preparation) and a wide range of language experiences. The participants repeated nonwords (Calderón, 2003; Dollaghan & Campbell, 1998) and retold stories in both English and Spanish. Stories were scored based on the percent of key components (KC) that were recalled based on the model story. Results revealed that Ability predicted narrative retells in both English and Spanish. Current language experience also predicted English and Spanish retells. English NWR predicted narrative retell in English only. NWR did not mediate the effect of language ability or language experience on recalling KCs. Yet, English NWR did predict English KCs. These results support memory models that account for memory tasks using longer units of language (Cowan, 1999; Potter & Lombardi, 1990).
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Nonwords
dc.subject Bilingual children
dc.subject Spanish
dc.subject English
dc.subject Narratives
dc.subject Memory
dc.subject Language ability
dc.title Nonwords and narratives : English and Spanish recall tasks in bilingual children
dc.date.updated 2010-12-10T21:56:34Z
dc.contributor.committeeMember Bedore, Lisa M.
dc.contributor.committeeMember Sheng, Li
dc.contributor.committeeMember Echols, Catharine
dc.contributor.committeeMember Bohman, Thomas
dc.description.department Communication Sciences and Disorders
dc.type.genre thesis
dc.type.material text
thesis.degree.department Communication Sciences and Disorders
thesis.degree.discipline Communication Sciences and Disorders
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Doctoral
thesis.degree.name Doctor of Philosophy

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