The Development of Grammatical Case Distinctions in the Use of Personal Pronouns by Spanish-Speaking Preschoolers

1998 ◽  
Vol 41 (2) ◽  
pp. 394-406 ◽  
Author(s):  
Raquel T. Anderson
Keyword(s):  
Error Analysis ◽  
Puerto Rican ◽  
Analysis Data ◽  
Personal Pronoun ◽  
Personal Pronouns ◽  
Puerto Rican Spanish ◽  
Spanish Speaking ◽  
Developmental Theories ◽  
Pronoun Use ◽  
English Speaking

Data on personal pronoun development in Spanish-speaking children was obtained in this study. Forty monolingual Puerto Rican Spanish-speaking children between the ages of 2;0 and 3;11 participated in the investigation. Two tasks were designed to obligate production of nominative and object pronouns in both reflexive and non-reflexive forms. Productive use and error analysis data were obtained and compared to previous data on pronoun development in English. By contrast with the order of productive use of grammatical case distinctions reported in the literature for English-speaking children, the children in the present study demonstrated a pattern in which nominative pronoun use preceded object case use. Implications of these findings for developmental theories that have been presented to explain pronoun development are discussed.

Nasometric Values for Normal Spanish-Speaking Females: A Preliminary Report

1996 ◽  
Vol 33 (4) ◽  
pp. 333-336 ◽  
Author(s):  
Raquel T. Anderson
Keyword(s):  
Initial Data ◽  
Puerto Rican ◽  
Preliminary Report ◽  
Normative Data ◽  
Intersubject Variability ◽  
Puerto Rican Spanish ◽  
Spanish Speaking ◽  
English Speaking ◽  
High Degree ◽  
Similar Reading

Most normative data available for assessing resonance through instrumentation have been collected with English-speaking individuals. The present study aimed at providing initial data on Spanish for use with the nasometer. Mean nasalance scores were obtained from 40 normal Puerto Rican Spanish-speaking females while they read three types of stimuli: (1) sentences containing nasal consonants, (2) a reading passage with both oral and nasal consonants, and (3) a reading passage with oral consonants. Results indicated significant differences In mean nasalance scores across the nasal sentences, as well as the two paragraph stimuli. In addition, a high degree of intersubject variability in the production of the target stimuli was evidenced. Comparisons with previous English normative data with similar reading stimuli are made and possible avenues for further research on the use of the nasometer with Spanish-speaking populations are discussed.

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.

Frequency rates and constraints on subject personal pronoun expression: Findings from the Puerto Rican highlands

2012 ◽  
Vol 24 (2) ◽  
pp. 203-220 ◽  
Author(s):  
Jonathan Holmquist
Keyword(s):  
Puerto Rico ◽  
Puerto Rican ◽  
Personal Pronoun ◽  
Central Spain ◽  
Dialectal Variation ◽  
Puerto Rican Spanish ◽  
The Social ◽  
Subject Pronoun ◽  
Null Pronoun ◽  
Castilian Spanish

AbstractThis study examines subject personal pronoun expression in the Spanish of the west-central highlands of Puerto Rico. Although rates of s-deletion are comparably high, rates of overt subject expression are shown to be much lower than rates reported for varieties of coastal Puerto Rican Spanish and U.S. mainland Puerto Rican Spanish. The linguistic constraints on overt versus null pronoun usage in the data are shown to coincide to a very large extent with constraints identified for other Puerto Rican dialects and also Castilian Spanish in central Spain, whereas of the social factors, only the distinction between farmers and nonfarmers is significant. The study suggests that, if rates of personal subject pronoun expression are an indication of dialectal variation, the rates presented here for this syntactic phenomenon represent the continuing effects of a conservative dialect in the interior of the island of Puerto Rico.

scholarly journals AN ERROR ANALYSIS ON USING PERSONAL PRONOUNS IN WRITING DESCRIPTIVE TEXT

2019 ◽  
Vol 2 (5) ◽  
pp. 608
Author(s):  
Rahayu Pratiwi ◽  
Rahma Putri Aulia ◽  
Lilis Suryani
Keyword(s):  
Qualitative Research ◽  
Error Analysis ◽  
Omission Error ◽  
Personal Pronoun ◽  
Personal Pronouns ◽  
Subject Pronoun ◽  
Academic Year ◽  
Types Of Error

The objective of this research was to know the most types of error and the most error of personal pronouns in descriptive text due to the eleventh-grade students in their descriptive paragraph writing. This research conducted qualitative research. This research was conducted at SMK Negeri 1 Cimahi in Academic Year 2018/2019. To get the data, the researchers gave an instruction for the students to make a descriptive text about person, conduct the students' writing result, read the students’ writing result, identified the type of students’ writing error from their text, classified the type of personal pronouns error from students’ writing, and  identified the high students, middle students and lower students. The sample of this research is nine students of eleventh grade from PFPT A Class (Broadcast). The result showed that there are four types of errors, they are: omission, addition, misordering, and disordering. In students’ writing had been found many errors that focused on personal pronoun is 8 or 32% of omission error, 0 or 0% of addition error, 17 or 68% of mis-formation error, and 0 or 0% of disordering error. So, the highest percentage of types of error is a mis-formation error that is 17 or 68%. The most error of personal pronouns in descriptive text due by the students is when they used a subject pronoun. Keywords:  Error Analysis, Personal Pronoun, Descriptive Text.

Phonological development of two-year-old monolingual Puerto Rican Spanish-speaking children

1987 ◽  
Vol 14 (1) ◽  
pp. 57-78 ◽  
Author(s):  
Raquel Anderson ◽  
Bruce L. Smith
Keyword(s):  
Puerto Rican ◽  
Spontaneous Speech ◽  
Target Language ◽  
English Learning ◽  
Phonological Development ◽  
Puerto Rican Spanish ◽  
Spanish Speaking ◽  
Similarities And Differences ◽  
The Individual ◽  
Linguistic Backgrounds

ABSTRACTPhonetic and phonological analyses were performed on spontaneous speech samples of six 2–year–old monolingual Puerto Rican Spanish-learning children. The analyses showed a number of patterns of sound usage similar to those found in English-learning children of the same age, as well as children from other linguistic backgrounds. These findings add support to the claim that certain universal patterns exist in phonological development. However, a number of patterns were also observed which seemed to be accounted for by the target language being acquired. Similarities and differences among the individual children are also discussed.

scholarly journals Dialect density in bilingual Puerto Rican Spanish-English speaking children

2014 ◽  
Vol 4 (1) ◽  
pp. 34-60 ◽  
Author(s):  
Leah Fabiano-Smith ◽  
Rebecca Shuriff ◽  
Jessica A. Barlow ◽  
Goldstein Brian A.
Keyword(s):  
Puerto Rican ◽  
Speech Sound ◽  
Bilingual Children ◽  
Single Word ◽  
Dual Systems ◽  
Puerto Rican Spanish ◽  
Systems Model ◽  
Language Groups ◽  
English Speaking ◽  
Nonparametric Statistical

It is still largely unknown how the two phonological systems of bilingual children interact. In this exploratory study, we examine children’s use of dialect features to determine how their speech sound systems interact. Six monolingual Puerto Rican Spanish-speaking children and six bilingual Puerto Rican Spanish-English speaking children, ages 5–7 years, were included in the current study. Children’s single word productions were analyzed for (1) dialect density and (2) frequency of occurrence of dialect features (after Oetting & McDonald, 2002). Nonparametric statistical analyses were used to examine differences within and across language groups. Results indicated that monolinguals and bilinguals exhibited similar dialect density, but differed on the types of dialect features used. Findings are discussed within the theoretical framework of the Dual Systems Model (Paradis, 2001) of language acquisition in bilingual children.

Book Reading Styles Among English-Speaking and Spanish-Speaking Latino Caregivers

2008 ◽  
Author(s):  
Patricia H. Manz ◽  
Ageliki Nicolopoulou ◽  
Catherine B. Bracaliello ◽  
Allison N. Ash
Keyword(s):  
Book Reading ◽  
Spanish Speaking ◽  
Reading Styles ◽  
English Speaking ◽  
Latino Caregivers
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