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Developmental Measures of Morphosyntactic Acquisition In 1 DEVELOPMENTAL MEASURES OF MORPHOSYNTACTIC ACQUISITION IN MONOLINGUAL 3-, 4-, AND 5-YEAR-OLD SPANISH-SPEAKING CHILDREN by Anny Patricia Castilla A thesis submitted in conformity with the requirements for the degree of Ph.D. Department of Speech-Language Pathology University of Toronto © Copyright by Anny Patricia Castilla (2008) Library and Archives Bibliothèque et Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l’édition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre référence ISBN: 978-0-494-57969-5 Our file Notre référence ISBN: 978-0-494-57969-5 NOTICE: AVIS: The author has granted a non- L’auteur a accordé une licence non exclusive exclusive license allowing Library and permettant à la Bibliothèque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par télécommunication ou par l’Internet, prêter, telecommunication or on the Internet, distribuer et vendre des thèses partout dans le loan, distribute and sell theses monde, à des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, électronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L’auteur conserve la propriété du droit d’auteur ownership and moral rights in this et des droits moraux qui protège cette thèse. Ni thesis. Neither the thesis nor la thèse ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent être imprimés ou autrement printed or otherwise reproduced reproduits sans son autorisation. without the author’s permission. In compliance with the Canadian Conformément à la loi canadienne sur la Privacy Act some supporting forms protection de la vie privée, quelques may have been removed from this formulaires secondaires ont été enlevés de thesis. cette thèse. While these forms may be included Bien que ces formulaires aient inclus dans in the document page count, their la pagination, il n’y aura aucun contenu removal does not represent any loss manquant. of content from the thesis. ii Developmental Measures of Morphosyntactic Acquisition in Monolingual 3-, 4-, and 5-Year-Old Spanish-Speaking Children Anny Patricia Castilla Doctor of Philosophy Department of Speech Language Pathology University of Toronto 2008 ABSTRACT This research investigated aspects of the morphosyntactic language development of 115 3-, 4-, and 5-year-old monolingual Spanish-speaking preschool children who resided in Cali, Colombia. Two general language measures were collected from the children: a standardized receptive vocabulary measure (Test de Vocabulario en Imágenes, TVIP), and a parental report of speech and language problems. In addition, morphosyntactic measures of language development were obtained using both a story retelling and an elicitation task. Developmental language measures such as number of T-units (NU-TU), mean length of T-units (MLTU), subordination index (SUB-I), and grammatical errors per T-unit (GRE-TU) were derived from the narratives. Percentages of correct use of direct and indirect object pronouns, reflexive pronouns, definite articles, indefinite articles, adjectives and plurals were obtained from an elicitation task that was specifically designed for this study. Counts of use of these grammatical structures were also calculated from the narratives. There were no statistically significant differences between the three age groups on standard scores for the TVIP or scores for the parent questionnaires, indicating that the three age groups were comparable. For the developmental language measures there was an increasing iii developmental pattern for NU-TU, MLTU and SUB-I, but no changes were found for GRE-TU. Statistically significant changes for the productive use of the grammatical structures of interest to this study were almost always seen between 3 and 4 years of age. Adult use of these grammatical structures was always statistically significantly more correct than child productions. This investigation provides novel normative data for NU-TU, MLTU, SUB-I and GRE-TU for preschool children. This investigation also offers original data on the productive use of object pronouns, articles, adjectives and plurals across the preschool years. The language battery used in this investigation proved to be sensitive to developmental changes between 3 and 4-5 year olds and has the potential to be used as an eventual diagnostic tool for the identification of children with language disorders. Speech-language pathologists who work with Spanish- speaking children will be able to use this normative information to conduct more objective language assessments. iv A la memoria de mi abuelo, el hombre más sabio que ha existido en mi mundo. To the memory of my grandfather, the wisest man in my world. A mi papá, quien nunca dudó que yo podía y quien me dio alas para volar. Sin él yo no sería la persona quien soy hoy. To my dad, who never doubted that I could do it and who gave me wings so I could fly. Without him I wouldn’t be who I am. v AKNOWLEDGMENTS I would like to express my most profound gratitude to those who supported me during this journey: ! To the members of my supervisory committee, Dr. Alice Eriks-Brophy, Dr. Carla Johnson, and Dr. Ana Teresa Perez-Leroux for their invaluable guidance during the design, implementation and analysis of this dissertation. Particularly, to Dr. Alice Eriks- Brophy for her personal and professional support during my doctorate studies and for the time and effort dedicated to review the multiple versions of this manuscript. To Dr. Ana Teresa Perez-Leroux for her help with the design of the Elicitation Task and for awakening the linguist in me. To Dr. Carla Johnson for her essential insights on methodological design that made this investigation unique. ! To Dr. Maria Adelaida Restrepo for all previous interesting discussions that originated this dissertation. ! To all the children who participated in this study and who shared not only their language with me but also their precious smiles. ! To my family, who although they were far away physically, were always in my heart. ! To my dear friends Melanie, Heidi, and Santiago for all the love and support they gave me during this process. They made my life easier and happier. ! To God, for giving me the opportunity of spending five years of my life doing something absolutely enjoyable…I did truly enjoy and love every moment of it. vi TABLE OF CONTENTS List of tables and figures Abstract…………………………………………………………………………. ii Acknowledgments………………………………………………………………. v 1. Introduction…………………………………………………………………… 1 2. Grammatical errors of Italian-, French-, and Spanish-speaking children with SLI………………………………………………………………………………. 5 2.1 Specific language impairment overview……………………………….. 6 2.2 Research on Italian-, French-, and Spanish-Speaking Children with SLI 8 2.2.1 Articles …………………………………………………………. 9 2.2.2 Clitic pronouns……………………………………….…………. 14 2.2.3 Verb inflections…………………………….…………………… 18 2.2.4 Auxiliaries avere and essere……………………………………. 21 2.2.5 Noun-plural agreement…………………………………….…… 21 2.2.6 Adjective agreement……………………………………..……... 22 2.2.7 Subject-verb number agreement………………………………... 23 2.2.8 Prepositions…………………………………………………….. 23 2.3 Summary of grammatical manifestation of SLI in Italian, French and Spanish…………………………………………………………………. 24 2.4 Further research in Spanish-speaking children with SLI………………. 28 3. Language assessment in monolingual and bilingual children……………….. 31 4. Spanish language acquisition………………………………………………… 37 4.1. Spanish grammatical structures overview.…………………………….. 38 4.1.1. Noun phrase agreement…………………………………………. 38 4.1.2. Clitic pronouns………………………………………………….. 39 4.2. Research on morphosyntactic Spanish acquisition…………………….. 41 4.2.1. Articles………………………………………………………….. 42 4.2.2. Object Clitic pronouns………………………………………….. 43 4.2.3. Noun- adjective agreement……………………………………... 43 4.2.4. Plural inflection………………………………………………… 44 4.2.5. Summary of acquisition of grammatical structures…………….. 45 4.3. Research on developmental measures…………………………………. 45 5. Purpose and questions………………………………………………………... 48 vii 6. Method……………………………………………………………………… 50 6.1 Participants............................................................................................... 51 6.2 Measures ................................................................................................. 54 6.2.1 Parent questionnaire......................................................................... 55 6.2.2 Test de Vocabulario en Imagenes Peabody (TVIP)......................... 56 6.2.3 Language sample.............................................................................. 56 6.2.4 Elicitation Task...............................................................….............. 58 6.3 Procedures.................................................................................……....... 61 6.4 Reliability................................................................................................. 62 7. Results and discussion……………………………………………………… 64 7.1.1 Test de Vocabulario en Imagenes TVIP………………………….. 64 7.1.2 Parent questionnaires……………………………………………… 65 7.1.3. Discussion of the results from the TVIP and parent questionnaire. 67 7.2 Developmental language measures……………………………………… 71 7.2.1 Number of T-Units………………………………………………. 72 7.2.2 Mean Length
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