ORCID Profile
0000-0002-4726-2089
Current Organisation
Indiana University
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Publisher: American Speech Language Hearing Association
Date: 18-01-2021
DOI: 10.1044/2020_LSHSS-20-00013
Abstract: The purpose of this study is to characterize narrative competence of typically developing bilingual children using Jamaican Creole (JC) and English. Story comprehension and fictional storytelling tasks in JC and English were completed by 104 bilingual preschoolers aged 4–6 years. Story comprehension was analyzed using inferential story comprehension questions representing Blank's Question Hierarchy. Fictional storytelling was analyzed using the Monitoring Indicators of Scholarly Language framework for narrative macrostructure and microstructure. Story comprehension was significantly correlated within each language, but only questions from Level 4 of Blank's Question Hierarchy showed significant correlations between languages. Fictional storytelling was significantly better in English than in JC for macrostructure (total score, internal response, plan, consequence) and microstructure (total score, adverbs, elaborated noun phrases). Story complexity in JC and English was significantly correlated. In terms of developmental effects, children's macrostructure and story complexity appear to be better at 4 years than 5 years, with English outperforming JC. Furthermore, age correlated with story comprehension in JC. Comparison of narrative competence in bilingual children provides much needed insights into language development, with examination of JC and English bilinguals representing an understudied bilingual context.
Publisher: Informa UK Limited
Date: 28-06-2021
Publisher: American Speech Language Hearing Association
Date: 12-07-2019
DOI: 10.1044/2019_LSHSS-18-0128
Abstract: The purpose of this scoping review was to identify current measures used to evaluate the language abilities of multilingual preschoolers within the framework of the International Classification of Functioning, Disability and Health–Children and Youth Version (ICF-CY World Health Organization, 2007 ). This review adhered to established models for conducting a comprehensive, iterative scoping review outlined by Arksey and O'Malley (2005) and Levac, Colquhoun, and O'Brien (2010) and included the following phases: (a) articulating the research question (b) identifying relevant studies (c) selecting studies (d) charting the data and (e) collating, summarizing, and reporting the results. The ICF-CY was used to frame the identified measures ( World Health Organization, 2007 ). Three hundred twenty-five peer-reviewed publications were identified and included in this review. The majority of publications used measures that evaluated the activity component of multilingual preschoolers' language (70%), with few evaluating participation (9%). Most identified measures (73%) assessed children's semantic language skills. We also observed that 88% of studies explicitly measured children's language input to interpret assessment results. A variety of measures are currently used that address the activity component of the ICF-CY with a particular emphasis on semantics. There is, however, a dearth of measures examining language abilities for participation. The authors strongly recommend an increased focus on the development, use, and evaluation of measures that explicitly assess multilingual preschoolers' language participation, particularly in school-based settings. 0.23641/asha.8637206
Publisher: American Speech Language Hearing Association
Date: 23-04-2019
DOI: 10.1044/2018_LSHSS-18-0072
Abstract: The purpose of this study was to characterize grammatical production in Jamaican Creole (JC) and English using the Index of Productive Syntax (IPSyn Scarborough, 1990 ) in a s le of typically developing bilingual Jamaicans. Spontaneous language s les were collected in JC and English from 62 preschoolers aged 4–6 years. Language s les were analyzed for IPSyn subdomains (Total Score, Noun Phrases, Verb Phrases, Questions/Negations, Sentence Structures), mean length of utterance in morphemes, and number of different words. Child and family demographic information were also collected along with nonverbal IQ performance. IPSyn Total Score in JC and English were significantly correlated, and significant correlations were found between IPSyn subdomains in each language for Noun Phrases, Verb Phrases, and Sentence Structures, but not Questions/Negations. Item analysis for the IPSyn items showed that only 7 of the 56 items did not perform similarly in both languages, with performance on only 2 of these being significantly different. IPSyn scores in both languages were correlated with mean length of utterance in morphemes and number of different words, but only IPSyn JC was correlated with nonverbal IQ and age. The IPSyn shows promise as a mainstream tool useful in characterizing grammatical productions across languages in typically developing bilingual Jamaican preschoolers.
Location: United States of America
Location: United States of America
No related grants have been discovered for Rachel Karem.