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Spanish Nonword Repetition

Stimuli Development and Preliminary Results

University of Minnesota, Minneapolis, dana0007{at}umn.edu

Jocelyne Kalanek

San Diego Unified School District, California

Kelly Nett Cordero

University of Minnesota, Minneapolis

Kathryn Kohnert

University of Minnesota, Minneapolis

Purpose: The current study presents preliminary nonword repetition data from Spanish-speaking preschool children using a new set of stimuli. Method: Twenty nonwords were constructed to be phonotactically possible in Spanish and to conform to published guidelines for nonword repetition stimuli. Fourteen Spanish-speaking typically developing preschool children repeated the nonwords. Results: Both age and word length affected repetition accuracy, and there was an age-by-length interaction. Younger children were less accurate overall and showed steeper decreases in accuracy as length increased. Conclusions: The results provide promising evidence that the stimuli may be developed into a Spanish nonword repetition task for both research and clinical purposes.

Key Words: cultural/linguistic diversity • language delays/disorders • phonemes/phonetics/phonology • language assessment

Communication Disorders Quarterly, Vol. 29, No. 2, 67-74 (2008)
DOI: 10.1177/1525740108314861


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