Phonological Patterns in Normally Developing Spanish-Speaking 3- and 4-Year-Olds of Puerto Rican Descent

1996 ◽  
Vol 27 (1) ◽  
pp. 82-90 ◽  
Author(s):  
Brian A. Goldstein ◽  
Aquiles Iglesias
Keyword(s):  
Puerto Rican ◽  
Spanish Speakers ◽  
Qualitative Description ◽  
Phonological Processes ◽  
Old Spanish ◽  
Spanish Speaking ◽  
Made In

This study presents a quantitative and qualitative description of the phonological patterns in Spanish-speaking preschoolers of Puerto Rican descent. Phonological processes and nontargeted process errors were analyzed for 24 3-year-old and 30 4-year-old Spanish speakers. Analyses were made in reference to the Puerto Rican dialects of Spanish, yielding a number of patterns that characterize the phonological patterns in these children.

The Effect of Dialect on Phonological Analysis

2001 ◽  
Vol 10 (4) ◽  
pp. 394-406 ◽  
Author(s):  
Brian A. Goldstein ◽  
Aquiles Iglesias
Keyword(s):  
Puerto Rican ◽  
Spanish Speakers ◽  
Typically Developing ◽  
Phonological Processes ◽  
Old Spanish ◽  
Correct Number ◽  
Phonological Disorders ◽  
Spanish Speaking ◽  
Made In

This study examines the effect of dialect on phonological analyses in Spanish-speaking children. Phonological analyses were completed for fifty-four 3- and 4-year-old typically developing Spanish speakers and fifty-four 3-and 4-year-old Spanish speakers with phonological disorders. Analyses were made in reference to both the General Spanish dialect and the Puerto Rican dialect of Spanish to demonstrate the effect of dialect on the results. The results indicated that the number of consonant errors, percentage of consonants correct, number of errors within individual sound classes, and percentage of occurrence for phonological processes all differed based on the accounting of dialect features.

Evaluation of Syntax in Three-Year-Old Spanish-Speaking Puerto Rican Children

1977 ◽  
Vol 20 (2) ◽  
pp. 350-357 ◽  
Author(s):  
Nicolas Linares-Orama ◽  
Lois Joan Sanders
Keyword(s):  
Puerto Rican ◽  
Spanish Speakers ◽  
Old Spanish ◽  
Spanish Speaking ◽  
Primary Investigator ◽  
Two Measures ◽  
Linguistic Proficiency ◽  
Mean Length Of Utterance ◽  
Age Range ◽  
Status Differences

The performance of 30 normal and 30 language-deviant three-year-old Spanish-speaking Puerto Rican children was compared on two measures of linguistic proficiency. They are mean length of utterance, following a scoring procedure adapted for Spanish speakers by the primary investigator, and Lee’s Developmental Sentence Scoring procedure adapted for Spanish by Toronto. Results indicated that both methods of language assessment were sensitive to age and language status differences within the three-year age range. Accordingly, they can be usefully employed in research investigations to equate subjects on a linguistic basis, and in the clinical evaluation of small differences in the language maturity of preschool Spanish-speaking Puerto Rican children.

Second-generation NYC bilinguals’ use of the Spanish subjunctive in obligatory contexts

2016 ◽  
Vol 13 (3) ◽  
pp. 343-370 ◽  
Author(s):  
Kevin Martillo Viner
Keyword(s):  
Puerto Rican ◽  
First Generation ◽  
Second Generation ◽  
Reference Model ◽  
Spanish Speakers ◽  
Qualitative Investigation ◽  
Spanish Speaking ◽  
Spanish Subjunctive ◽  
Generational Groups

This paper analyzes naturalistic data from second-generation NYC bilinguals on their obligatory subjunctive use. First-generation NYC Spanish speakers serve as the reference model for the nine obligatory semantic & syntactic contexts. A total of 52 consultants are considered, 26 for each generation, from the six primary Spanish-speaking groups in NYC: Puerto Rican, Dominican, Cuban, Mexican, Ecuadorian, and Colombian. The objective is to determine, through quantitative and qualitative investigation, whether the second-generation’s obligatory subjunctive use has changed, and if so, to establish exactly where and how it differs from the first-generation, thus contributing to the variationist-sociolinguistic knowledge of Spanish grammar in bilingual settings. Statistically significant external and internal findings show that the two generational groups do in fact use the obligatory subjunctive differently. Close examination, however, suggests that second-generation bilinguals generally command obligatory subjunctive use, but do exhibit signs of a variable mood grammar.

Structural priming in Spanish as evidence of implicit learning

2015 ◽  
Vol 43 (1) ◽  
pp. 207-233 ◽  
Author(s):  
PERLA B. GÁMEZ ◽  
PRIYA M. SHIMPI
Keyword(s):  
Language Learning ◽  
Implicit Learning ◽  
Spanish Speakers ◽  
Structural Priming ◽  
Input Frequency ◽  
Learning Mechanism ◽  
Old Spanish ◽  
Syntactic Form ◽  
Spanish Speaking ◽  
Priming Technique

ABSTRACTThis study uses a structural priming technique with young Spanish speakers to test whether exposure to a rare syntactic form in Spanish (fue-passive) would increase the production and comprehension of that form. In Study 1, 14 six-year-old Spanish speakers described pictures of transitive scenes. This baseline study revealed that fue-passives were virtually non-existent in children's spontaneous speech. Using the priming technique in Study 2, an additional 56 Spanish-speaking children were exposed to fue-passive or active picture descriptions; we varied whether children repeated the modeled form. With repetition, production of fue-passives increased past baseline usage. When not asked to repeat, comprehension and production of fue-passives was no different than chance. Results extend the existing literature by experimentally testing input effects on the production and comprehension of infrequently used constructions, further corroborating the relation between input frequency and language skill. Findings are consistent with the view that an implicit learning mechanism guides language learning.

Classroom Instruction for Young Spanish Speakers

1974 ◽  
Vol 41 (1) ◽  
pp. 16-19
Author(s):  
Joyce Evans ◽  
A. E. Guevara
Keyword(s):  
Mexican American ◽  
English Language ◽  
Cultural Background ◽  
Spanish Speakers ◽  
Instructional Materials ◽  
Bilingual Instruction ◽  
Spanish Speaking ◽  
Spanish Speaker ◽  
American Children ◽  
Certified Teacher

Bilingual instruction for the education of Mexican American children, particularly instruction in Spanish, is a problem in many parts of the country. Instructional materials developed specifically for the Spanish speaking child are not always available and a literal translation of English language materials into Spanish may be inadequate and/or inaccurate. Programs designed for the Spanish speaker and taught by a certified teacher who is bilingual are preferable. When this is not immediately possible, temporary solutions or arrangements can be implemented within schools and/or preschool centers in order to build upon the child's native language and cultural background.

Housing Stability and Transactional Sex among Spanish-Speaking and English-Speaking Transgender Women

2021 ◽  
Vol 2 (2) ◽  
pp. 135-141
Author(s):  
John A. Sauceda ◽  
Edda I. Santiago-Rodriguez ◽  
Gaspar Zaragoza ◽  
Catherine E. Rivas ◽  
Luz Venegas ◽  
...  
Keyword(s):  
Regression Model ◽  
San Francisco ◽  
Transgender Women ◽  
Spanish Speakers ◽  
Transactional Sex ◽  
English Speakers ◽  
Lower Probability ◽  
Housing Stability ◽  
Spanish Speaking ◽  
English Speaking

There is evidence for a relationship between housing instability and transactional sex among transgender women. However, less is known about this relationship among monolingual Spanish-speaking transgender women. We compared Spanish- and English-speaking transgender women for differences in ever reporting transactional sex, and if perceived housing stability moderated these differences. Using a cross-sectional design, we surveyed 186 Spanish- and English-speaking transgender women in Philadelphia, Pennsylvania, and the San Francisco Bay Area, California. All variables in this study were from a brief demographic questionnaire in a larger parent study. Using a multivariate regression model for moderation, we tested whether the odds for reporting transactional sex were different between English and Spanish speakers, and whether housing stability moderated these odds. Overall, Spanish and English speakers reporting similar percentages of transactional sex (52.3–53.8%) and similar scores on the housing stability measure. In the moderation regression model, Spanish speakers had 7.9 times the adjusted odds of transaction sex, versus English speakers, but housing stability moderated the probability of transactional sex in the form of a crossover interaction. That is, lesser housing stability was associated with a higher probability of reporting transactional sex among Spanish speakers, yet greater housing stability was also associated with lower probability of reporting transactional sex. Housing stability evidenced both a risk and protective role for Spanish-speaking transgender women, which highlight the importance of this basic health need.

Abstract 184: Unraveling Disparities: Stroke Literacy, Self-Efficacy, and Perceptions of Care Among Spanish-Speaking Stroke Survivors

Stroke ◽  
2020 ◽  
Vol 51 (Suppl_1) ◽  
Author(s):  
Pamela Cheng ◽  
Barbara Vickrey ◽  
Frances Barry ◽  
Monica Ayala-Rivera ◽  
Eric Cheng ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Healthcare Delivery ◽  
Healthcare Providers ◽  
Quality Of Healthcare ◽  
Care Patient ◽  
Spanish Speakers ◽  
Stroke Survivors ◽  
Chi Square ◽  
Spanish Speaking ◽  
Perceptions Of Care

Background: Approximately 25 million people in the US are Limited English Proficient (LEP). LEP individuals are more likely to feel dissatisfied with the quality of healthcare when compared to the English proficient, but little is known about LEP stroke survivors. Objective: To evaluate differences in stroke literacy, self-efficacy, and perceptions of healthcare delivery in English and Spanish-speaking individuals enrolled in the Secondary stroke prevention by Uniting Community and Chronic care model teams Early to End Disparities (SUCCEED) trial. Methods: SUCCEED participants were given the option of receiving the intervention in English or Spanish. Baseline differences in stroke literacy (Schneider et al), self-efficacy (General Self-Efficacy Scale), and perceptions of care (Patient Assessment of Chronic Illness Care and Consumer Assessment of Healthcare Providers and Systems) were compared using T-test, Chi Square, and Fisher Exact in individuals who chose Spanish vs. English. Results: Of 487 participants, 207 preferred English and 280 chose Spanish. Despite feeling more worried about having a stroke (77 % vs. 67%), and feeling at risk of having a stroke (63% vs. 45%), Spanish-speakers were less likely to identify 3 stroke risk factors (19% vs. 33%, all p<0.05). Half of Spanish-speakers had difficulty understanding what was being told to them (50% vs. 30%), and less than half felt confident filling out medical forms (40% vs. 70%, both p<0.05). Spanish-speakers responded favorably about the ease of hospital admission or accessing medical care (80% vs. 55% and 72% vs. 53%), but responded negatively about providers spending enough time with them or explaining things in a way that was easy to understand (56% vs. 24% and 52% vs. 28%, all p<0.05). Spanish-speakers were more likely to feel that providers did not listen or respect what they had to say (52% vs. 22% and 44% vs. 17%, both p<0.05). Conclusion: Among stroke survivors, Spanish-speakers were more likely to have low stroke literacy, low self-efficacy, and a negative perception of healthcare delivery despite feeling that healthcare was accessible. Recognizing language barriers as a contributor to healthcare disparities, and tailoring interventions to address these barriers are crucial.

scholarly journals Demographically-Corrected Norms for the Grooved Pegboard Test and Finger Tapping Test in monolingual Spanish speakers from the U.S.-Mexico Border Region

2019 ◽  
Vol 34 (7) ◽  
pp. 1256-1256
Author(s):  
A Heaton ◽  
A Gooding ◽  
M Cherner ◽  
A Umlauf ◽  
D Franklin ◽  
...  
Keyword(s):  
Spanish Speakers ◽  
Border Region ◽  
Finger Tapping ◽  
Fine Motor ◽  
Hispanic Population ◽  
Spanish Speaking ◽  
Motor Test ◽  
Mexico Border ◽  
Finger Tapping Test ◽  
Grooved Pegboard Test

Abstract Objective We developed demographically-corrected norms for US-dwelling, Spanish-speaking Hispanics on two widely used tests of motor skills - the Grooved Pegboard Test (Pegs) and Finger Tapping Test (Tapping). We then examined the effects of applying established norms for non-Hispanic Caucasians (NH Whites) and non-Hispanic African Americans (NH Blacks) on motor test results from our Hispanic population. Participants and Method 254 participants living in the US-Mexico border region of San Diego, CA and Tucson, AZ completed Pegs, and a subset (n = 183) completed Tapping. Age ranged from 19-60 and education from 0-20 years, with 59% women. Raw test scores were converted to demographically-corrected T-scores with a fractional polynomial procedure and compared to a fitted curve for the original data. Results Findings included significant main effects of education on both tests (p &lt; .001), and of age for Pegs (p &lt; .001). There was a significant interaction of sex and age on Tapping, such that older age was associated with lower scores in men only (p = .02). The resulting normative T-scores were confirmed to be free from demographic influences. Using a T &lt; 40 cut point, rates of impairment in the Spanish speaking normative sample for dominant (D) and nondominant (ND) hands, respectively, were 17% and 14% for Pegs, and 12% and 10% for Tapping. Applying existing norms for NH Whites and NH Blacks to the raw scores of Spanish speakers generally yielded lower impairment rates on all measures, with one exception, Pegs ND, for which NH White norms overestimated impairment (23%). Conclusions Normative standards from other groups are not a good fit for interpreting motor test performance in this Hispanic population, which in the current instance would have generally underdiagnosed fine motor impairment. These findings underscore the importance of appropriate, population-specific normative data- even for tests of motor ability.

Deconstructing Cognitive Heterogeneity in Puerto Rican Spanish-Speaking Children With ADHD

2020 ◽  
Vol 26 (7) ◽  
pp. 714-724 ◽  
Author(s):  
Alicia Nuñez ◽  
Liza San Miguel ◽  
Jennifer Keene ◽  
Bradley Donohue ◽  
Daniel N. Allen
Keyword(s):  
Puerto Rican ◽  
Cognitive Deficits ◽  
Cognitive Abilities ◽  
Hierarchical Cluster ◽  
Primary Diagnosis ◽  
Cluster Solution ◽  
Puerto Rican Spanish ◽  
Children With Adhd ◽  
Spanish Speaking ◽  
Cluster Profiles

AbstractObjective:There is limited understanding of the cognitive profiles of Spanish-speaking children with Attention-Deficit/Hyperactivity Disorder (ADHD). The current study investigated the cognitive cluster profiles of Puerto Rican Spanish-speaking children with ADHD using the Wechsler Intelligence Scales for Children-Fourth Edition Spanish (WISC-IV Spanish) Index scores and examined the association between cognitive cluster profiles with other potentially relevant factors.Method:Hierarchical cluster analysis was used to identify WISC-IV clusters in a sample of 165 Puerto Rican children who had a primary diagnosis of ADHD. To examine the validity of the ADHD clusters, analysis of variances and chi-square analyses were conducted to compare the clusters across sociodemographics (e.g., age and education), type of ADHD diagnosis (ADHD subtype, Learning Disorder comorbidity), and academic achievement.Results:Clusters were differentiated by level and pattern of performance. A five-cluster solution was identified as optimal that included (C1) multiple cognitive deficits, (C2) processing speed deficits, (C3) generally average performance, (C4) perceptual reasoning strengths, and (C5) working memory deficits. Among the five clusters, the profile with multiple cognitive deficits was characterized by poorer performance on the four WISC-IV Spanish Indexes and was associated with adverse sociodemographic characteristics.Conclusions:Results illustrate that there is substantial heterogeneity in cognitive abilities of Puerto Rican Spanish-speaking children with ADHD, and this heterogeneity is associated with a number of relevant outcomes.

scholarly journals Neurocognitive Impairment in Spanish-Speaking Latinos Living with Human Immunodeficiency Virus in the United States: Validation of Neuropsychological Tests Norms

2019 ◽  
Vol 34 (7) ◽  
pp. 1259-1259
Author(s):  
L Kamalyan ◽  
M A Hussain ◽  
M M Diaz ◽  
A Umlauf ◽  
D R Franklin ◽  
...  
Keyword(s):  
Neuropsychological Test ◽  
The United States ◽  
Neurocognitive Impairment ◽  
Spanish Speakers ◽  
Border Region ◽  
Spanish Speaking ◽  
Speed Of Information Processing ◽  
Increased Risk ◽  
The Us ◽  
Mexico Border

Abstract Objective Latinos in the US are at increased risk for HIV-associated neurocognitive impairment (NCI). Yet, most studies in this group have included English-speakers only. We investigated the rate and pattern of HIV-associated NCI in Spanish-speaking Latinos from the US-Mexico border region by utilizing newly developed norms for this group, and compared it to previously published norms for English-speaking non-Latino Whites and Blacks/African Americans. Participants and Method Participants included 153 HIV+ Spanish-speaking Latinos (Age: M = 38.2, SD = 9.7; Education: M = 10.9, SD = 3.6; 27% female; 56% AIDS) living in the greater San Diego area. Participants completed comprehensive neuropsychological, neuromedical and psychiatric assessments in Spanish. The neuropsychological test battery employed in this study - and used extensively in prior studies of HIV- assesses seven ability domains. Raw test scores were converted to demographically-adjusted T-scores using regional norms for Spanish-speakers, and for non-Latino Whites and Blacks. NCI was defined per established criteria. Results Rate of global NCI was 39% using norms for Spanish-speaking Latinos, compared to 64% with White norms and 18% with Black norms. Using norms for Spanish speakers, domain specific NCI among those impaired was highest in executive function (68%), speed of information processing (65%), learning (51%), and working memory (50%). The pattern of HIV associated NCI varied when norms developed for non-Latino Whites and Blacks were used. Conclusions HIV+ Spanish speakers showed similar rates of global NCI to those in other HIV+ populations, when norms developed for this group were used. In contrast, use of non-Latino White and Black norms resulted in misclassification of impairment. The pattern of NCI differed based on the norms used. Present findings highlight the importance of utilizing norms developed for Spanish-speakers in the US in order to obtain more precise and valid depictions of cognition in this population.

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