Automated Grammatical Analysis of Language Samples from Spanish-Speaking Children Learning English

• Main Author: Redd, Nicole
• Format: Others
• Published: BYU ScholarsArchive 2006
• Subjects: language; children; Spanish; Communication Sciences and Disorders
• Online Access: https://scholarsarchive.byu.edu/etd/410; https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1409&context=etd

Research has demonstrated that automated grammatical tagging is fast and accurate for both English and Spanish child language, but there has been no research done regarding its accuracy with bilingual children. The present study examined this topic using English and Spanish language samples taken from 254 children living in the United States. The subjects included school-aged children enrolled in public schools in the United States in grades 2, 3, or 5. The present study found high automated grammatical tagging accuracy scores for both English (M = 96.4%) and Spanish (M = 96.8%). The study suggests that automated grammatical analysis has potential to be a valuable tool for clinicians in the analysis of the language of bilingual children.