Language experience,cognitive skills,and English and Spanish semantic abilities in bilingual children with typical development and language impairments

Abstract

Purpose:

The purpose of this study was to examine the relationships between language experience, nonverbal cognitive abilities, and English and Spanish semantics skills in 4–6 year-old bilingual children with typical development compared to bilingual children with language impairments (LIs).

Methodology:

Participants were 57 Spanish–English bilingual children (ages 4:0–6:11) with typical development (n = 35) or LIs (n = 22). Parents provided demographic information and detailed information about their child’s language input (exposure) and output (use). Children’s nonverbal intelligence quotient and processing speed abilities and English and Spanish semantic abilities (SAs) were measured using standardized assessments.

Data and Analysis:

Nonparametric statistical analyses were used to examine relationships between variables across two groups (children with typical development and children with LIs) and across Spanish and English semantic skills.

Findings:

Processing speed showed a significant, moderate correlation with Spanish and English semantic abilities in both groups; however, language experience variables showed weak, non-significant associations with SAs.

Originality:

This study is the first to investigate the relationships between both language experience factors as well as nonverbal cognitive and processing skills and the SAs of bilingual children with typical development and LIs.

Implications:

This research furthers understanding of the environmental and child-internal influences on SAs in bilingual children with and without LIs.