Persona: Mariscal Altares, Sonia
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0000-0001-6235-6326
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Mariscal Altares
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Sonia
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Publicación A Sentence Repetition Task in Spanish language: a valid tool for early language assessment(Sociedade Brasileira de Fonoaudiologia (SBFa), 2023) Bravo Cerro, Natalia; Lázaro López Villaseñor, Miguel; Mariscal Altares, Sonia; Rujas Pascual, Irene; https://orcid.org/0000-0003-1246-4323; https://orcid.org/0000-0001-8073-3957; https://orcid.org/0000-0002-8052-3594Purpose Sentence Repetition Tasks (SRT) have been widely used to assess early language abilities in different languages and populations. In addition, it has been proved that performance in SRTs serve as a clinical marker to detect language difficulties. However, most of the research has been conducted in English language and with children older than 4 years of age. Despite this scarcity, [1] developed a SRT for monolingual Spanish-speaking children between 2 and 4 years of age. Initial findings showed that it is a useful tool for discriminating children with different linguistic levels. In addition, the task showed concurrent validity with a nonword repetition task. In the current study we want to explore the predictive validity of this task. Methods We conducted a longitudinal study including 20 monolingual Spanish-Speaking children who were tested twice, at 33 months of age and six months later. In addition to the SRT, participants completed a nonword repetition task [2] and the Spanish version of the Merrill-Palmer-R Developmental Scales [3]. Results showed strong and positive relationships between the different tests when first assessed. We also found strong and predictive relationships between the SRT at time 1 and SRT and the Merrill-Palmer-R at time 2. Conclusion We conclude that the SRT developed [1] is a valid tool for examining early language abilities and its changes over time.Publicación A Spanish Sentence Repetition Task and its Relationship with Spontaneous Language in Children Aged 30 to 36 Months(Frontiers Media, 2024-07-19) Bravo Cerro, Natalia; Mariscal Altares, Sonia; Casla, Marta; Lázaro, Miguel; https://orcid.org/0000-0003-1246-4323; https://orcid.org/0000-0001-8073-3957Sentence Repetition Tasks (SRTs) have been convincingly established as a reliable tool for assessing child language development. However, there are important aspects of this task that deserve more attention. For example, few studies have explored their potential role for identifying language disorders in children under 4 years of age, as almost all evidence refers to children above this age. There is also scarce evidence regarding the relationship between the results of these tasks and measures of spontaneous language. To address this gap, we conducted a study with 24 Typically Developing (TD) monolingual Spanish speakers aged between 30 and 36 months. They performed a Spanish Sentence Repetition Task (SSRT), and their language was recorded and analyzed during spontaneous play with their parents. Variables such as Mean Length of Utterance (MLU), an index of lexical diversity (ILD) and the structure of the Noun Phrase were considered. The statistical analyses reflect a positive and significant correlation between the results obtained in the SSRT and both the MLU and Noun Phrase structure. A positive and significant relationship is also obtained between the MLU in repetition and the MLU of spontaneous language. However, no significant correlation is found between the ILD with either the SSRT or the other measures of spontaneous language. Based on these results, we interpret that the SSRT effectively mirrors the language development of children measured through spontaneous production and is suitable for assessing language skills of Spanish children under 4 years old.Publicación Sentence Repetition Tasks to Detect and Prevent Language Difficulties: A Scoping Review(MDPI, 2021-07-05) Rujas, Irene; Mariscal Altares, Sonia; Murillo, Eva; Lázaro, MiguelSentence repetition tasks (SRTs) have been widely used in language development research for decades. In recent years, there has been increasing interest in studying performance in SRTs as a clinical marker for language impairment. What are the characteristics of SRTs? For what purposes have SRTs been used? To what extent have they been used with young children, in different languages, and with different clinical populations? In order to answer these and other questions, we conducted a scoping review. Peer reviewed studies published in indexed scientific journals (2010–2021) were analyzed. A search in different databases yielded 258 studies. Research published in languages other than English or Spanish, adult samples, dissertations, case studies, artificial models, and theoretical publications were excluded. After this exclusion, 203 studies were analyzed. Our results show that most research using SRT were conducted with English monolingual speakers older than 5 years of age; studies with bilingual participants have mostly been published since 2016; and SRTs have been used with several non-typical populations. Research suggests that they are a reliable tool for identifying language difficulties and are specifically suitable for detecting developmental language disorder.Publicación A sentence repetition task for early language assessment in Spanish(Cambridge University Press, 2020-10-15) Bravo, Natalia; Lázaro, Miguel; Mariscal Altares, Sonia; https://orcid.org/0000-0003-1246-4323; https://orcid.org/0000-0001-8073-3957Sentence repetition tasks have been widely used in the last years as a diagnostic tool in developmental language disorders. However in Spanish there are few (if any) of these instruments, especially for younger children. In this context, we develop a new Sentence Repetition Task for assessing language (morphosyntactic) abilities of very young Spanish children. A list of 33 sentences of different length and complexity was created and included in the task. A total of 130 typical developing children from 2 to 4 years of age were engaged in a play situation and asked to repeat the sentences. Children’s answers were scored for accuracy at sentence and word level and error analysis at the word level was undertaken. Besides a subsample of 92 children completed a non-word repetition task. First results show its adequacy to children from 2 to 4 years of age, its capacity to discriminate between different developmental levels, and its concurrent validity with the nonword repetition task.