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Predicting language outcomes in bilingual children with Down syndrome

Rebecca Ward Orcid Logo, Eirini Sanoudaki Orcid Logo

Child Neuropsychology, Pages: 1 - 23

Swansea University Author: Rebecca Ward Orcid Logo

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DOI (Published version): 10.1080/09297049.2023.2275331

Abstract

Continuous approaches to measuring bilingualism have recently emerged as a means of understanding individual variation in language abilities. To date, limited information is available to assist in understanding the language abilities of bilingual children with Down syndrome (DS), who are specificall...

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Published in: Child Neuropsychology
ISSN: 0929-7049 1744-4136
Published: Informa UK Limited 2023
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URI: https://cronfa.swan.ac.uk/Record/cronfa65865
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spelling v2 65865 2024-03-19 Predicting language outcomes in bilingual children with Down syndrome e2b52d01dc0f07a26de8c6f2a4a44576 0000-0001-7177-3615 Rebecca Ward Rebecca Ward true false 2024-03-19 HPS Continuous approaches to measuring bilingualism have recently emerged as a means of understanding individual variation in language abilities. To date, limited information is available to assist in understanding the language abilities of bilingual children with Down syndrome (DS), who are specifically known to have a large variation in linguistic outcomes. Group studies in this population report that children exposed to two languages do not differ from their monolingual counterparts after considering age and non-verbal cognitive abilities, although no study to date has examined the relationship between the amount of exposure to one language and the linguistic abilities in the other language within this population. This study sought to identify whether exposure to an additional language, specifically Welsh, predicted linguistic abilities in the majority language, in this case, English. Sixty-five children between the ages of 5;5–16;9 who had varied linguistic experiences completed a range of cognitive and linguistic assessments. Results from hierarchical regression analyses show that the amount of exposure to Welsh had no impact on language abilities in English, after controlling for non-verbal cognitive abilities, short-term memory and socioeconomic status. This demonstrates that exposure to an additional language does not have a negative impact on language development, a finding that has important clinical and educational implications. Journal Article Child Neuropsychology 0 1 23 Informa UK Limited 0929-7049 1744-4136 Down syndrome; bilingual; language acquisition; developmental disability; language disorders 3 11 2023 2023-11-03 10.1080/09297049.2023.2275331 COLLEGE NANME Psychology COLLEGE CODE HPS Swansea University SU Library paid the OA fee (TA Institutional Deal) The authors are very grateful to the funders of this research, the ESRC Wales-DTP studentship (grant number 1790820) secured by the second author in collaboration with the UK Down’s Syndrome Association and awarded to the first author. We are very thankful to all the children, schools and families that participated in this project. We are very grateful to the UK Down’s Syndrome Association for collaborating and promoting this research with their networks. 2024-04-17T16:38:06.1380149 2024-03-19T12:57:54.1597971 Faculty of Medicine, Health and Life Sciences School of Psychology Rebecca Ward 0000-0001-7177-3615 1 Eirini Sanoudaki 0000-0003-1611-8882 2 65865__29751__30f6539f41d8461f9b2407eda98447d2.pdf 65865.VOR.pdf 2024-03-19T13:02:12.6747478 Output 1544098 application/pdf Version of Record true © 2023 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. true eng http://creativecommons.org/ licenses/by/4.0/
title Predicting language outcomes in bilingual children with Down syndrome
spellingShingle Predicting language outcomes in bilingual children with Down syndrome
Rebecca Ward
title_short Predicting language outcomes in bilingual children with Down syndrome
title_full Predicting language outcomes in bilingual children with Down syndrome
title_fullStr Predicting language outcomes in bilingual children with Down syndrome
title_full_unstemmed Predicting language outcomes in bilingual children with Down syndrome
title_sort Predicting language outcomes in bilingual children with Down syndrome
author_id_str_mv e2b52d01dc0f07a26de8c6f2a4a44576
author_id_fullname_str_mv e2b52d01dc0f07a26de8c6f2a4a44576_***_Rebecca Ward
author Rebecca Ward
author2 Rebecca Ward
Eirini Sanoudaki
format Journal article
container_title Child Neuropsychology
container_volume 0
container_start_page 1
publishDate 2023
institution Swansea University
issn 0929-7049
1744-4136
doi_str_mv 10.1080/09297049.2023.2275331
publisher Informa UK Limited
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
document_store_str 1
active_str 0
description Continuous approaches to measuring bilingualism have recently emerged as a means of understanding individual variation in language abilities. To date, limited information is available to assist in understanding the language abilities of bilingual children with Down syndrome (DS), who are specifically known to have a large variation in linguistic outcomes. Group studies in this population report that children exposed to two languages do not differ from their monolingual counterparts after considering age and non-verbal cognitive abilities, although no study to date has examined the relationship between the amount of exposure to one language and the linguistic abilities in the other language within this population. This study sought to identify whether exposure to an additional language, specifically Welsh, predicted linguistic abilities in the majority language, in this case, English. Sixty-five children between the ages of 5;5–16;9 who had varied linguistic experiences completed a range of cognitive and linguistic assessments. Results from hierarchical regression analyses show that the amount of exposure to Welsh had no impact on language abilities in English, after controlling for non-verbal cognitive abilities, short-term memory and socioeconomic status. This demonstrates that exposure to an additional language does not have a negative impact on language development, a finding that has important clinical and educational implications.
published_date 2023-11-03T16:38:02Z
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