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Portuguese Early Literacy Screening Tool- RaLEPE: A Pilot Study ; Herramienta de detección de la alfabetización temprana en portugués - RaLEPE: Un estudio piloto
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Pereira Sapage, Sara; Cruz Santos, Anabela. - : Universidad de Castilla-La Mancha: Colegio Oficial de Logopedas de Castilla-La Mancha, 2021. : Universidad Complutense de Madrid: Facultad de Psicología, 2021
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Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan–Spanish and European Portuguese Speaking Children
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In: Children (Basel) (2021)
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Portuguese early literacy screening tool- RaLEPE: A pilot study ; [es] Herramienta de detección de la alfabetización temprana en portugués - RaLEPE: Un estudio piloto
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Consistency of a nonword repetition task to discriminate children with and without developmental language disorder in Catalan-Spanish and European Portuguese speaking children
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Abstract:
Nonword repetition has been proposed as a diagnostic marker of developmental language disorder (DLD); however, the inconsistency in the ability of nonword repetition tasks (NRT) to identify children with DLD raises significant questions regarding its feasibility as a clinical tool. Research suggests that some of the inconsistency across NRT may be due to differences in the nature of the nonword stimuli. In this study, we compared children’s performance on NRT between two cohorts: the children in the Catalan–Spanish cohort (CS) were bilingual, and the children in the European Portuguese cohort (EP) were monolingual. NRT performance was assessed in both Spanish and Catalan for the bilingual children from Catalonia-Spain and in Portuguese for the monolingual children from Portugal. Results show that although the absolute performance differed across the two cohorts, with NRT performance being lower for the CS, in both Catalan and Spanish, as compared to the EP cohort in both, the cut-points for the likelihood ratios (LH) were similar across the three languages and mirror those previously reported in previous studies. However, the absolute LH ratio values for this study were higher than those reported in prior research due in part to differences in wordlikeness and frequency of the stimuli in the current study. Taken together, the findings from this study show that an NRT consisting of 3-, 4-, and 5-syllable nonwords, which varies in wordlikeness ratings, when presented in a random order accurately identifies and correctly differentiates children with DLD from TD controls the child is bilingual or monolingual. ; This research was funded by the National Institute on Deafness and Other Communication Disorders (NIDCD) Grant [R0105263] awarded to Dr. Evans, from The National Institute of Child Health and Human Development (NICHD) Grant [P30HD03352] awarded to the Waisman Center, The University of Wisconsin Madison; by the Ministerio de Economía y Competitividad Grant [2016EDU2016-75368-P/BES-2014-070511] awarded from Dr. Andreu and from the Agència de Gestió d’Ajuts Universitaris i de Recerca (AGAUR) de la Generalitat de Catalunya [2017SGR387] awarded to the Grup de Recerca en Cognició i Llenguatge (UOC-UB); by the CIEd—Research Centre on Education, Institute of Education, University of Minho, projects [UIDB/01661/2020] and [UIDP/01661/2020], through national funds of FCT/MCTES-PT.
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Keyword:
Catalan; Developmental language disorder (DLD); Diagnostic markers of DLD/SLI; European Portuguese; Likelihood ratio; Nonword repetition; Science & Technology; Specific language impairment (SLI)
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URL: http://hdl.handle.net/1822/72444
https://doi.org/10.3390/children8020085
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Mathematics for Portuguese students with hearing impairment: an exploratory study of mathematical terms/concepts used in inclusive schools
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Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan-Spanish and European Portuguese Speaking Children
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Consistency of a nonword repetition task to discriminate children with and without developmental language disorder in catalan-spanish and european portuguese speaking children
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Challenges faced by students with hearing impairment: Who use Portuguese Sign Language in mathematics classes
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Aplicação de uma prova brasileira de vocabulário expressivo em crianças falantes do português europeu ; Application of a brazilian test of expressive vocabulary in european portuguese children
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Aplicação da prova de vocabulário do ABFW: teste de linguagem infantil em crianças dos 5 aos 7 anos com e sem perturbações da linguagem: um estudo exploratório no distrito do Porto
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“Viagem ao mundo das sílabas”: intervenção na consciência fonológica ; “Journey to the syllables' world”: intervention in phonological awareness
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Desenvolvimento e aplicação do jogo interativo "Viagem ao mundo das sílabas": um contributo para a intervenção no âmbito da consciência fonológica
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A avaliação da fluência oral em crianças do 3º ano do ensino básico com e sem necessidades educativas especiais: um estudo exploratório quantitativo
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Análise e identificação dos termos matemáticos utilizados no 1º e 2º ciclo do ensino básico e sua correspondência na língua gestual portuguesa
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Bilingualism Enriches the Poor: Enhanced Cognitive Control in Low-Income Minority Children
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