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Crossing borders: Recognition of Spanish words by English-speaking children with and without language impairment

  • KATHRYN KOHNERT (a1), JENNIFER WINDSOR (a1) and RUTH MILLER (a1)

Abstract

We introduce an objective method for classifying phonological overlap between Spanish and English translation equivalents. This method then is exploited to examine spoken word recognition using stimuli with graded levels of phonological overlap. Performance by typical English-only speaking (EO) children and English-only children with primary language impairment (LI) is compared to a control group of bilingual Spanish–English peers (BI). Response time and accuracy separated groups, with the BI group outperforming the EO group, who in turn outperformed the LI group. Children with more severe LI are slower than those with mild LI, and LI severity is significantly correlated with speed. The two groups of monolingual children and the LI subgroups respond in a qualitatively similar way to decreasing phonological overlap.

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Corresponding author

115 Shevlin Hall, 164 Pillsbury Dr., SE, University of Minnesota, Minneapolis, MN 55455. E-mail: kohne005@umn.edu

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Crossing borders: Recognition of Spanish words by English-speaking children with and without language impairment

  • KATHRYN KOHNERT (a1), JENNIFER WINDSOR (a1) and RUTH MILLER (a1)

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