Children’s Nonword Repetition Tasks and English Language Learners Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the ... Article
Article  |   October 01, 2010
Children’s Nonword Repetition Tasks and English Language Learners
Author Affiliations & Notes
  • Sara C. Steele
    Saint Louis University, St. Louis, MO
  • Deborah A. Hwa-Froelich
    Saint Louis University, St. Louis, MO
Article Information
Special Populations / Cultural & Linguistic Diversity / School-Based Settings
Article   |   October 01, 2010
Children’s Nonword Repetition Tasks and English Language Learners
SIG 16 Perspectives on School-Based Issues, October 2010, Vol. 11, 73-79. doi:10.1044/sbi11.3.73
SIG 16 Perspectives on School-Based Issues, October 2010, Vol. 11, 73-79. doi:10.1044/sbi11.3.73

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

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