ArticleBehavior research methods2018
Nonword repetition stimuli for Vietnamese-speaking children.
Article in Behavior research methods, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- A Narrative Approach to Synthesizing Research on Vietnamese Bilingual and Monolingual Children.Journal of speech, language, and hearing research : JSLHR · 2023Review
- Phonological development in American Sign Language-signing children: Insights from pseudosign repetition tasks.Frontiers in psychology · 2022Article
- Beginning to Read in Vietnamese: Kindergarten Precursors to First Grade Fluency and Reading Comprehension.Reading and writing · 2021Article
- Diagnostic Accuracy of Sentence Repetition and Nonword Repetition for Developmental Language Disorder in Vietnamese.Journal of speech, language, and hearing research : JSLHR · 2020Article
- Including Nonlinguistic Processing Tasks in the Identification of Developmental Language Disorder.American journal of speech-language pathology · 2019Article
- Internal and External Factors That Support Children's Minority First Language and English.Language, speech, and hearing services in schools · 2018Article
- Combining Nonword and Sentence Repetition to Identify Developmental Language Disorder.International journal of language & communication disordersArticle
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Authors and funding
4 authors.
Funding
Abstract
Nonword repetition (NWR) has been a widely used measure of language-learning ability in children with and without language disorders. Although NWR tasks have been created for a variety of languages, minimal attention has been given to Asian tonal languages. This study introduces a new set of NWR stimuli for Vietnamese. The stimuli include 20 items ranging in length from one to four syllables. The items consist of dialect-neutral phonemes in consonant-vowel (CV) and CVC sequences that follow the phonotactic constraints of the language. They were rated high on wordlikeness and have comparable position segments and biphone probabilities across stimulus lengths. We validated the stimuli with a sample of 59 typically developing Vietnamese-English bilingual children, ages 5 to 8. The stimuli exhibited the expected age and length effects commonly found in NWR tasks: Older children performed better on the task than younger children, and longer items were more difficult to repeat than shorter items. We also compared different scoring systems in order to examine the individual phoneme types (consonants, vowels, and tones) and composite scores (proportions of phonemes correct, with and without tone). The study demonstrates careful construction and validation of the stimuli, and future directions are discussed.
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