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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 13 of 13 1 A Simplified Approach to Quantifying a Child's Bilingual Language Experience Calandruccio, Lauren; Beninate, Isabella; Oleson, Jacob... In: Am J Audiol (2021) BASE Show details 2 Working Memory and Linguistic Performance of Dual Language Learners With and Without Developmental Language Disorders Guiberson, Mark M.; Rodríguez, Barbara L. In: Am J Speech Lang Pathol (2020) BASE Show details 3 Effects of Home Language, Oral Language Skills, and Cross-Linguistic Phonological Abilities on Whole-Word Proximity in Spanish-English–Speaking Children Scarpino, Shelley E.; Hammer, Carol Scheffner; Goldstein, Brian; Rodriguez, Barbara L.; Lopez, Lisa M.. - : American Speech-Language-Hearing Association, 2019 Abstract: PURPOSE: This study examined language use and language ability factors that predict phonological whole-word proximity in young Spanish-English–speaking children. METHOD: Participants were 199 Latino children aged 3;0–6;6 (years;months) and their mothers. Children's speech sound production in English and Spanish was assessed using the Bilingual Phonological Assessment (Miccio & Hammer, 2006). Vocabulary and story retell abilities were assessed using the Woodcock-Muñoz Language Survey–Revised (Woodcock, Muñoz-Sandoval, Ruef, & Alvarado, 2005), and information regarding the children's exposure to and use of English and Spanish was collected by means of a parent survey. Hierarchical regression analyses were used to determine the degree to which exposure to and use of each language in the home, oral language abilities, and phonological proficiency as measured by the proportion of whole-word proximity (PWP; Ingram, 2002) in the other language were able to predict the PWP scores in English and Spanish. RESULTS: A large portion of the variance in English and Spanish PWP scores (R (2) = .66 and .51, respectively) was predicted by the language children use when communicating with their mothers, children's vocabulary scores, and children's PWP scores in the other language. CONCLUSION: Language use, vocabulary, and phonological whole-word proximity in the other language are significant factors in predicting bilingual children's whole-word proximity in English and Spanish. Children's phonological abilities in one language are highly predictive of those same abilities in the other, suggesting underlying shared phonological skills across languages. Keyword: Research Articles URL: https://doi.org/10.1044/2018_AJSLP-18-0050 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6503864/ http://www.ncbi.nlm.nih.gov/pubmed/31072159 BASE Hide details 4 Perspectives on working with preschool children from Panjabi- Gujarati- and Bengali-speaking families Madhani, Nita; Stokes, Jane. - : Multilingual Matters, 2016 BASE Show details 5 Accuracy of Telehealth-Administered Measures to Screen Language in Spanish-Speaking Preschoolers Guiberson, Mark; Rodríguez, Barbara L.; Zajacova, Anna. - : Mary Ann Liebert, Inc., 2015 BASE Show details 6 Predicting Spanish–English Bilingual Children’s Language Abilities Hammer, Carol Scheffner; Komaroff, Eugene; Rodriguez, Barbara L.. - 2012 BASE Show details 7 Changes in language usage of Puerto Rican mothers and their children: do gender and timing of exposure to English matter? Lawrence, Frank R.; Rodríguez, Barbara L.; Scheffner Hammer, Carol... In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 32 (2011) 2, 275-297 BLLDB OLC Linguistik Show details 8 Individual differences in bilingual children's language competencies : the case for Spanish and English Scheffner Hammer, Carol; Rodríguez, Barbara L. In: Perspectives on individual differences affecting therapeutic change in communication disorders. - New York [u.a.] : Psychology Press (2010), 57-79 BLLDB Show details 9 Report - Mexican American Mothers of Low and Middle Socioeconomic Status: Communication Behaviors and Interactive Strategies During Shared Book Reading Rodríguez, Barbara L; Hines, Rachel; Montiel, Miguel In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 40 (2009) 3, 271-282 OLC Linguistik Show details 10 Clinical Forum: Development of English literacy in Spanish-speaking children: transforming research into practice Páez, Mariela M.; Leos, Kathleen; Scheffner Hammer, Carol... In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 38 (2007) 3, 213-277 BLLDB OLC Linguistik Show details 11 Clinical Forum - Puerto Rican Mothers' Beliefs and Home Literacy Practices Hammer, Carol Scheffner; Rodriguez, Barbara L; Lawrence, Frank R... In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 38 (2007) 3, 216 OLC Linguistik Show details 12 Designing assessments for multilingual children Patterson, Janet L.; Rodríguez, Barbara L. In: Clinical sociolinguistics. - London [u.a.] : Blackwell (2005), 230-241 BLLDB Show details 13 Bilingual language acquisition and the child socialization process Scheffner Hammer, Carol; Miccio, Adele Whiting; Rodríguez, Barbara L. In: Bilingual language development and disorders in Spanish-English speakers. - Philadelphia : Paul H Brookes (2004), 21-50 BLLDB Show details

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