Literaturnachweis - Detailanzeige
| Autor/inn/en | Wang, Emily; Farquharson, Kelly |
|---|---|
| Institution | Pearson |
| Titel | Assessment of Speech-Production Skills in Bilingual Mandarin-English Speaking Children: Difference vs. Disorder. EBP Briefs. Volume 10, Issue 5 |
| Quelle | (2016), (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Bilingualism; Children; Literature Reviews; Phonology; Articulation Impairments; Speech Impairments; Monolingualism; English; Mandarin Chinese; Cultural Relevance; Young Children; Articulation (Speech); Speech Tests; Language Tests; Goldman Fristoe Test of Articulation; Clinical Evaluation of Language Fundamentals |
| Abstract | Clinical Question: When assessing speech sound production of bilingual Mandarin- English speaking children, are standardized measures or informal assessment procedures better for determining whether the child has a speech sound disorder or speech sound difference? Method: Systematic Review Study Sources: Google Scholar, American Speech-Language-Hearing Association's (ASHA) journal database Search Terms: bilingual children AND Mandarin-English, phonological acquisition AND Chinese, and bilingual assessment AND Mandarin-English Number of Studies Included: 2. Primary Results: (1) Bilingual Mandarin-English speaking children tend to follow the same phonological patterns as their monolingual Mandarin and monolingual English speaking peers; (2) There are certain phonological processes that are not common in English but may be present in Mandarin (e.g., initial-consonant deletion); and (3) A Mandarin word list is available for an informal assessment of phonology and should be paired with a dynamic assessment procedure. Conclusions: Information regarding the speech-production skills of bilingual Mandarin-English children remains scarce, with a paucity in the number of standardized assessments that could be used to evaluate these children. With the increase of Mandarin-English speakers in the United States, it is prudent to explore methods for sensitive assessment of speech-production abilities. Presently, there are empirically derived developmental norms available. By pairing these data with empirically supported approaches, such as dynamic assessment, clinicians are able to conduct a comprehensive assessment that is sensitive and culturally appropriate (As Provided). |
| Anmerkungen | NCS Pearson, Inc. 5601 Green Valley Drive Bloomington, MN 55437. Tel: 800-627-7271; Fax: 800-232-1223; Web site: https://www.pearsonclinical.com/language/ebp-briefs.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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