2015/11/18 by Tamara Sorenson Duncan, Johanne Paradis · 1 citation
Psychology · #Language Development and Disorders #Phonetics and Phonology Research #Reading and Literacy Development
paper · doi:10.1044/2015_jslhr-l-14-0020
openalex publication_date 2015/11/18 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/26
PURPOSE: This study examined individual differences in English language learners' (ELLs) nonword repetition (NWR) accuracy, focusing on the effects of age, English vocabulary size, length of exposure to English, and first-language (L1) phonology. METHOD: Participants were 75 typically developing ELLs (mean age 5;8 [years;months]) whose exposure to English began on average at age 4;4. Children spoke either a Chinese language or South Asian language as an L1 and were given English standardized tests for NWR and receptive vocabulary. RESULTS: Although the majority of ELLs scored within or above the monolingual normal range (71%), 29% scored below. Mixed logistic regression modeling revealed that a larger English vocabulary, longer English exposure, South Asian L1, and older age all had significant and positive effects on ELLs' NWR accuracy. Error analyses revealed the following L1 effect: onset consonants were produced more accurately than codas overall, but this effect was stronger for the Chinese group whose L1s have a more limited coda inventory compared with English. CONCLUSION: ELLs' NWR performance is influenced by a number of factors. Consideration of these factors is important in deciding whether monolingual norm referencing is appropriate for ELL children.