WORD FREQUENCY COUNT IN SPONTANEOUS
CONVERSATIONS 0F FIVE-YEAR-OLD
GUATEMALAN SPANISH SPEAKING
CHILDREN
Dissertation for. the Degree of Ed. D.
MICHIGAN STATE UNIVERSITY
OLGA M. GARCI’A-SALAS A.
1977

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WORD FREQUENCY COUNT IN SPONTANEOUS
CONVERSATIONS OF FIVE‘YEARFOLD
GUATEMALAN SPANISH SPEAKING
CHILDREN

presented by

Olga M. Garcia-Salas A.

has been accepted towards fulfillment
of the requirements for

PhoDo degree in Education

 

 

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University

 

 

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Date May 16, 1977

 

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ABSTRACT

WORD FREQUENCY COUNT IN SPONTANEOUS
CONVERSATIONS OF FIVE-YEAR-OLD
GUATEMALAN SPANISH SPEAKING
CHILDREN

BY

Olga M. Garcia-Salas A.

The problem included three objectives:

1. To identify the words most frequently used by the subjects
when grouped by sex and socio-educational background level.

2. To discover the types of words most frequently used by the
subjects when grouped by sex and by socio-educational background level.
3. To determine whether the production that typically
represented one group of subjects was understood by the other subjects

when grouped by sex and by socio-educational background level.

The 145 subjects ranged in age from four years eight months to
five years four months. They were selected from 16 schools located in
different zones of Guatemala City and grouped according to three
different socio-educational background levels. Those levels were
defined considering the educational preparation obtained by the parents
and the professional activities that they held at the time of the
investigation.

All the recordings included in the study comply with the
following criteria: (1) represent spontaneous conversations of five-

year-old Guatemalan children; (2) belong to subjects for whom Spanish

 

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is their mother tongue; (3) arrived at a minimum of three minutes
in duration.

The results of this study were:

1. Children grouped according to socio-educational background
levels differ in regard to the frequency of words used, although the
differences were not significant in all cases. Factors contributing
most to the differences were: articles, verboids and verbs for which
the low group reported the lowest frequency of use.

2. Children belonging to the high socio-educational background
ground contributed a larger number of individual words than did the
other two groups. Nouns, verbs, adjectives and adverbs constituted
the word categories which obtained the greatest number of individual
words used and the highest total frequency scores.

3. Differences were noted in the conversation themes preferred
by the subjects integrating each of the three socio-educational back-
ground groups.

4. No significant differences were found when analyzing the
speech produced by boys and by girls, although girls tended to use a
greater number of individual words and to obtain higher means on
frequency scores.

5. A significant difference was found in relation to oral
comprehension of selected portions of the subject's speech production.
Higher scores were obtained by subjects constituting the high and the
middle socio-educational background groups and lower by the subjects in

the low group.

 

 

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6. When comprehension of stories typically representing each
group was explored, the subjects in each one of the three groups behaved
differently.‘ Female subjects belonging to the high socio-educational
background group obtained in general higher means than boys in the same
sample. Girls in the middle group, on the other hand, obtained higher
'scores than boys did in those stories that represented female production
and lower than boys in those stories that represented male production.
Girls in the low socio-educational group obtained consistently lower
means in all stories than did the boys in the same group.

It was of particular significance that previous evidence for
spontaneous vocabulary studies realized with pre-school children were
further validated in part for word frequency and lexical diversity and
for differences in oral comprehension of speech resulting from environ-
mental influences.

It was concluded that speech production and responses to oral
comprehension questions were influenced by environmental factors. The
analysis of vocabulary and Speech comprehension variations resulting

from sex differences did not reveal anything which could be considered

conclusive.

 

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WORD FREQUENCY COUNT IN SPONTANEOUS
CONVERSATIONS OF FIVE-YEAR-OLD
GUATEMALAN SPANISH SPEAKING

CHILDREN

BY

Olga M. Garcia-Salas A.

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION
College of Education

1977

DEDICATION

To the children who contributed

To my parents and to Nora whose loving
support and patience made my education possible

To Zoila and her family

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ACKNOWLEDGMENTS

The author takes the opportunity to thank the many persons who
gave of themselves during the different phases of the doctoral program.
Their sincere interest and guidance made this paper a reality.

Special thanks are due to Dr. Robert B. MacVean of the
"Universidad del Valle de Guatemala" and to Mrs. Marina de Vrooman of
The American School of Guatemala. Their unconditional support through
the several years of professional example and personal stimulation made
of the painful and often tiresome job of improvement a rewarding and
fruitful experience. i

A sense of gratitude is extended to a supportive guidance
committee:

Dr. Roy L. Wesselman, Chairman of the committee, whose under-
standing and unending patience contributed to the conclusion of the
author's doctoral program.

Dr. Louis Bader whose advice, encouragement, and professional
standing contributed to making the entire doctoral program a period of
intellectual growth.

Dr. George Sherman whose professional advice and practical
examples provided the help the author needed to redefine a philosophy

of education.

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Dr. Daniel Beasley who willingly served as cognate advisor
and always provided the guidance that helped so much to make this
research study possible.

Finally, to the teachers and administrators of the Guatemalan
Kindergartens for their cooperation and assistance in the initial

stages of the study.

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TABLE OF CONTENTS

LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . .

LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . .

Chapter

I.

II.

THE PROBLEM. . . . . . . . . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . . . . . . . .
Statement of Purpose . . . . . . . . . . . . . . .
Justification of the Study . . . . . . . . . . . .
Hypotheses . . . . . . . . . . . . . . . . . . . .
Limitations of the Study . . . . . . . . . . . . .
Definitions of Terms . . . . . . . . . . . . . . .
Summary. . . . . . . . . . . . . . . . . . . . . .

RELATED LITERATURE . . . . . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . . . . . .
Methodology and Use Made of Studies Relating to
Vocabulary Development with Groups of Pre-School
and Kindergarten Children in Languages Other
than Spanish . . . . . . . . . . . . . . .
Studies Relating to Vocabulary Development Using
Groups of Kindergarten Children: Sex and
Environmental Influences . . . . . . . . . . . .
Studies Relating to Vocabulary Development Using
Groups of Kindergarten Spanish Speaking Children
Summary. . . . . . . . . . . . . . . . . . . . . .

III. METHODOLOGY OF THE STUDY . . . . . . . . . . . .

IV.

Introduction . . . . . . . . . . . . . . . . .
Selection of Population. . . . . . . . . . . . . .
Procedure. . . . . . . . . . . . . . . . . . . . .
Phase I: Verbal Sample . . . . . . . . . . . . .
Phase II: Oral Comprehension Check . . . . . . .
Summary. . . . . . . . . . . . . . . . . . . . . .

PRESENTATION AND ANALYSIS OF DATA. . . . . . . . . .

IntIOduction O O I O O O O O O O O O O I O O O O
Hypotheses and Statistical Data. . . . . . . . .

Page
vii

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Chapter
Hypothesis 1 . . . . . . . .
Hypothesis 2 . . . . . . . .
Hypothesis 3 . . . . . . .
Hypothesis 4 . . . .
Hypothesis 5 . . . . . . .

Summary. . . . . . . . . . . . .

V. CONCLUSIONS AND RECOMMENDATIONS. . .

Introduction . . . . . . . . . . . .
Major Results. . . . . . . . . . . .
Implications for Future Research . .
Conclusions. . . . . . . . . . . . .

BIBLIOGRAPHY. . . . . . . . . . . . . . . . .

APPENDICES.

Appendix A:

Cases Selected from Private Schools. .
Cases Selected from Public Schools .

Appendix
Appendix
List
List

List
List

Appendix

B: Selected Protocols . . . . . .

C: Lists of Words . . . . . . . .

A--Ordered by Frequency of Use. .

B--Categorized by Part-of-Speech.
C--A1phabetically Arranged. . . .

D--Low Frequency Words. . . . . .

D: Oral Comprehension Test. . .

The Test . . . . . . . . . . . .

vi

Population Included in the Study.

Page
48
55
58
63

64
70

72
72
74
78
79
81
87
88

9O
96

102
108
110
119
125
136
152

154

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Table

II

III

IV

VI

VII

VIII

IX

XI

XII

XIII

XIV

XVI

XVII

XVIII

LIST OF TABLES

Subjects Included in the Population . . . . . . . . . . .

Range, Mean, and Standard Deviation of the Subjects'
Chron01ogica1 Age 0 I O C O O O C C O O O O O C O O O 0

Duration of Speech Productions—-Background Level. . . . .

Conversation Themes Mbst Frequently Used by Subjects
in the Different Groups . . . . . . . . . . . . . . . .

Selection of Stories According to Number of Words Used. .

Cases Selected from each School for Oral Comprehension
Test 0 O O O O O O O I O O O O O O O I O O O O O O O O 0

Correct Responses to Oral Comprehension Test. . . . . . .
Running WOrds Used by Subjects--By Sex Within Level . . .
Individual Words Used by Subjects--By Sex Within Level. .
Range of Frequencies and Number of Words in Each Group. .

Frequency Per Thousand Running Words of Data Showin in
Table X 0 O O O O O I O O O O O O O O O O O O O O O O 0

Means and Standard Deviation of Running Words Used. . . .

Multivariate Analysis of Variance of the Ratio of Word
Frequency . . . . . . . . . . . . . . . . . . . . . . .

Means and Standard Deviations of Individual Words Used. .

Multivariate Analysis of Variance of the Diversity of
vocabUIary used 0 O O O O O C O O O O O O O O O O O I O

Coefficients of Variation on Measures of Vocabulary . . .

Multivariate Analysis of Variance--Interaction of
Sector, Sex, and Level on Vocabulary Diversity. . . . .

Words from the Three Hundred Most Frequently Used That
Have A Frequency of O in at Least One Socio-Educational

Background Group. . . . . . . . . . . . . . . . . . . .

vii

Page

22

24

28

39
42

43
45
49
50

52

53

54

55

56

57

59

60

62

 

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Table Page

XIX Means and Standard Deviations of the Oral Comprehension
Scores Obtained. . . . . . . . . . . . . . . . . . . . . . 63

XX Multivariate Analysis of Variance of Oral Comprehension
Scores Obtained. . . . . . . . . . . . . . . . . . . . . . 64

XXI Means and Standard Deviations of Oral Comprehension
Scores Obtained. . . . . . . . . . . . . . . . . . . . . . 67

XXII Multivariate Analysis of Variance for Variation from
Story to Story Within Groups . . . . . . . . . . . . . . . 71

A-l Cases Selected from Private Schools. . . . . . . . . . . . . 9O

ArZ Cases Selected from Public Schools . . . . . . . . . . . . . 96

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LIST OF FIGURES

Figure Page

1. Factors that differentiate among the social classes in
Guatemala (Gillin, 1956) . . . . . . . . . . . . . . . . . . 21

2. Comparison of the means of the total scores obtained by
the different groups in the Oral Comprehension Test. . . . . 65

3. Comparison of the means of the scores obtained by the
different groups in each story of the Oral
Comprehension Test . . . . . . . . . . . . . . . . . . . . . 68

4. Comparison of the combined means of the scores obtained

by the different groups in each story of the oral
comprehension test . . . . . . . . . . . . . . . . . . . . . 69

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CHAPTER I

THE PROBLEM

Introduction

 

The literature specific to word counts is not new. For the most
part the emphasis has been on written rather than spoken language. In
the last three decades, however, a number of studies in regard to the
speaking vocabulary of children has appeared evidencing an increased
interest and concern in speech production.

Examination of the literature may give the impression that there
are enough word counts in existence and that no additional ones are
needed. However, the great majority of these counts have been published
in languages other than Spanish. In addition, no study has been made
to record and estimate spontaneous oral vocabulary of Guatemalan Spanish
speakers entering kindergarten.

The child who is in kindergarten shows a great curiosity about
the things that surround him. He tends to investigate, examine, and
ask questions. In most cases, the child when entering kindergarten can
manipulate the structure of the language about as well as the adults
in his own family. Therefore, the idea of investigating the vocabulary
of the child who will begin to learn to use his language with other
people and to listen while others are speaking as well as to voice his
own ideas freely (Stickland, 1950), seemed of foremost importance to

the present study.

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A number of possible models were considered before conducting
the study. The author could have decided to make an in depth study of
the language of one child, or to survey the oral expressions of a number
of children. This study could also have been based on free speech, a
selection of specific linguistic forms, or a test to find the level of
comprehension of those forms. Considering the absence of informative
material on the quantitative word usage characteristic of Spanish
speaking children at the kindergarten level, it was finally decided to
base this first investigation on a corpus of words produced by five-

year-old children in a spontaneous speech activity.

Statement of Purpose

The purpose of this study was threefold: first, to identify the
words most frequently used by five-year-old Spanish speaking Guatemalan
children in their oral communication. Second, to determine the types
of words most frequently used by the subjects in each of the groups;
and lastly to determine whether the production that typically represented
one group of subjects was understood by the subjects in the other groups
when children were grouped by sex and by socio-educational background.
The following questions were posed to guide the study:

1. What are the Spanish words most frequently used by five-
year-old Guatemalan children?

2. Are there any differences between the number of words used
by the children when grouped according to their sex and
their socio-educational background?

3. Are there any lexical differences in the speech of the

children when grouped by socio-educational background?

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4. Do children in the middle and low socio-educational
background groups understand the expression of children
in the high socio-educational background group?

5. Do children in the high socio-educational background group
understand the expression of children in the low and middle

socio-educational background groups?

Justification of the Study

According to Jones, Lyle and Wepman (1966), word frequency
lists could be used in many ways other than that of research on verbal
behavior. These authors state that "the lists have contributed to the
choice of language for children's texts, the equating of 'familiarity'
of words (assumed from equal frequency of use) in the preparation of
multiple-choice items for psychological tests." Other major uses of
word counts have been those of establishing the children's interests as
shown by their vocabulary, indication of parameters of lexical organ-
ization as a characteristic of the speaker's structure, and the study
of grammatical development. Word lists also seem to be useful in the
selection of basic vocabulary when teaching a second language and when
selecting words of supposedly equal difficulty for spelling tests.

Oral expression constitutes one of the vehicles that the
teacher could use to discover the child's relative command of the
language. This study provides the classroom teacher with information
regarding differences among children and the environmental influences
which could be determining factors in those differences. However, the
most immediate use of the study seems to be the help to teachers in

determining what can be expected as far as the Spoken vocabulary of

 

 

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kindergarten children is concerned. Furthermore, the findings of this

study could be of some use to teachers at other levels of instruction

throughout the elementary grades.

Hypotheses

 

This study concerns itself with the oral vocabulary production
of five-year-old Guatemalan children. Factors selected for study
‘were: socio-educational background, sex, and sector, private or public,
of schools attended by the subjects. The following hypotheses were

formulated:

1: Frequency of occurrence will not be significantly different
when analyzing the commonest three hundred words found
in the speech production of five—year-old Guatemalan
children when grouped according to socio-educational

background level.

2: The mean measure of vocabulary diversity for three distinct
socio-educational background groups will not be
significantly different.

3: The mean measure of vocabulary diversity will not be
significantly different for females when compared with
males in the same sample.

4: There will be no significant difference in the values
obtained when three distinct socio-educational background
groups are compared for oral comprehension of stories.

5: ,There will be no significant differences in the values
obtained when three distinct socio-educational background

groups are compared for variation from story to story
within groups.

Limitations of the Study
Findings of this study should be considered within certain
limitations. The first limiting factor concerns the population

selected. Subjects were drawn from private and public kindergartens

exclusively in Guatemala City. Only those children whose ages ranged

between four years and eight months to five years and four months were
included in the study.

The second limiting factor refers to the procedure used. Much
depends on the conversations themselves. The sample was collected by
recording dialogs between the researcher and groups of five or six
five-year-old Guatemalan children where the children waited for their
turn to talk. The "Show and Tell" period, with some modifications,
was used for this purpose. It was during that time that the children
talked about their experiences and answered questions asked by others.
It seems necessary to keep in mind that the speech production may not
have displayed the full power of the individual's command of the
language. Furthermore, that speech production may reflect inhibitions
of certain subjects when facing other people.

Another limitation may be the fact that the presence of a word
could be evidence of the child's knowledge, but it's absence does not
necessarily mean that such word is unknown to the child. It must be
noted then that the lists will not in any way be exhaustive. Inherent
in this is the limitation of topics covered during the recording
sessions. There are a number of domains that have not been sampled.
The suspicion that the recordings may reflect the researcher's beliefs

about the children's interests cannot be avoided.

Definition of Terms

The reader may better understand this study if certain terms

are initially clarified.

Frequency: Refers to the number of actual occurrences of the

same word.

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Individual words: Designates the total of different words

 

occurring at least once.

Running words: Refers to the grand total of every occurrence

 

of each word tabulated in the study.

Private Sector: Involves schools owned by individuals or

 

groups of individuals. A monthly fee is charged per child in order to
cover the expenses of the institution.

Public Sector: Involves schools supported by the government.

 

No fees are required.

Socio-educational background level: For the purpose of this
study, defines the educational level reached by both parents and the
professional activities they were engaged in at the time of the
investigation.

Spontaneous vocabulagy: Represents that vocabulary elicited
during the "Show and Tell" period without specific stimulation from
outside factors other than the child's desire to answer his

interlocutors' questions.

Summary

In this chapter the problem, the purpose, significance and
limitations of the study were presented. Several questions were posed
and a list of terms given. In Chapter II, literature related to the
study as well as pertinent research will be reviewed. Chapter III
comprises a description of the methodology used in the study. The
design will also be discussed. Chapter IV presents the organization,
analyses, and findings of the study; and in Chapter V, major results,

implications for future research and conclusions will be presented.

 

 

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CHAPTER II

RELATED LITERATURE

Introduction
Presently the study of linguistic skill development in children
is the object of great controversy. The debate encompasses basically
three groups. In one of the groups Piaget and his followers represent
the cognitive theory. They hold that the child takes an active role
in learning and that his cognitive thinking activity is somewhat reduced
to the processing of information (Savage, 1973).
Another group, the nativists represented by Chomsky, Lenneberg,
McNeill and others, sustain that language mechanisms are innate in the
child. They hold that language development is related to the growth
of the human brain, and that maturation in language runs parallel to
maturation in motor and thinking skills. The child's acquisition of
language is described as a kind of theory construction. The actual
speech to which the child is exposed activates the set of rules that
matches what the child hears and the child begins to speak his native
tongue.
The child discovers the theory of his language with only
small amounts of data from that language. Not only does
his 'theory of language' have an enormous predictive
scope, but it also enables the child to reject a great
deal of the very data on which the theory has been
constructed. (Chomsky, 1968)
The third group, the behaviorists headed by Skinner, support

the importance of reinforcement in language learning. They propose

7

that language has no special character, that it is learned through the
selective reinforcement of sound and sound combinations rather than
sentence construction and meaning. The sounds were thought to be
uttered either spontaneously, at random, or by imitation. Following
this View, language acquisition is based on rewarding the child when he
imitates or tries to imitate models of adult language.

A fundamental role is given to the social environment in the
theories of the behaviorists; however, Chomsky and followers minimize
its contribution. Those whose emphasis is upon the role of social
environment have drawn most of their evidence from the studies of
vocabulary development some of which will be discussed further ahead.

Studies based on the development of oral language and their
outcomes, therefore, constitute the center of interest for this part of
the study. Two discoveries were made while reviewing the literature.
The first was that most of the studies have been written in languages
other than Spanish. The second, that the majority of the studies were
performed using children in either upper elementary grades, in high
school, or with adults. Despite the number of word counts compiled up
to date, little has been done in relation to the child who is of school

age or already in kindergarten.

The research literature reviewed in this chapter considers the
following:
1. Methodology and use made of studies relating to vocabulary
development with groups of pre-school and kindergarten

children in languages other than Spanish.

2. Studies relating to vocabulary development using groups
of kindergarten children which consider sex and environmental
influences.
3. Studies relating to vocabulary develOpment using groups
of kindergarten Spanish speaking children.
Methodology and Use Made of Studies
Relating to Vocabularnyevelopment
with Groups of Pre-School and

Kindergarten Children in
Languages Other than

Spanish

It is known that the vocabulary of children ready to enter
school varies widely. Most children's social use of language is well
developed and some have started to discover intellectual functions of
language by the time they reach five years of age. (Marckwardt, 1970).
It is for this reason that investigators of verbal expression seem to
have felt the need for word counts of the spoken language of children
entering school, especially during the last five decades. The
classical work by the Horns (E. Horn, 1925; M.D. Horn, 1928) based on
verbatim conversation records of kindergarten children is out of date.
Needless to say, after 50 years the vocabulary of children who are in
this age group has changed. Some other studies have been published on
British children using interview techniques (Burroughs, 1957) and on
Australian children in free play (Haywood, 1959), but these data are
neither extensive nor easily available.

Some studies encouraged conversations using a variety of
conditions including pictures, films, and play periods at school and
at home (Battit, et al., 1954; Corcoran et al., 1955; and Kolson, 1960).

Still, data for other studies was collected under conditions in which

10

children responded to tests or with associations in sentence form to
frequently occurring words (Wepman and Haas, 1969; Spolsky, 1971); but
very few have based their studies in recordings of spontaneous speech
production (Hodgkins, 1947; Wever, 1955). I

Word counts have been used in many different ways in the past.
The major use has probably been to provide an index of what words might
be included in readers and classroom teaching. This utilization has
been based on the belief that if a word occurs spontaneously in a
child's speech, it seems to be an obvious candidate for inclusion in his
reading vocabulary (Horn, 1928; Newman et al., 1971). Some persons
(Chomsky, 1959), however, contend that when a child speaks he gives us
evidence of various aspects of his internalized grammar leaving many
other aspects of his language unclear since they are not evidence from
his spontaneous speech.

Another popular use of word counts has been to find out about
the children's interests (Zyve, 1927; Nice, 1932). In these cases,
the researchers examined mostly words which have a referential function.
Specific content categories can be focused upon as was done somewhat
informally with pre-school children in a series of studies (Ames, 1946;
Ames and Learned, 1948; Ames, 1952).

Other studies use quite a different approach. They tend to
view word usage as an indicator of certain types of lexical organiza-
tion, or as a structural characteristic of the Speaker's language. In
these cases the focus is on properties of the vocabulary distribution

as a whole rather than in the specific words being used.

11

It seems quite evident that the relation between words and
their placement in sentences is not simple as has been implied in some
classical studies (Buseman, 1925; Davis, 1938). Nevertheless, the
author has come to agree with those who believe that investigation of
the different aspects of word usage could throw some light on the
lexical processes the children's speech goes through (Wepman, 1969).

Studies Relating to Vocabulary Development
Usigg Groups of Kindergarten Children:
Sex and Environmental Influences

It was stated earlier that works whose emphasis is upon the
role of social environment have drawn most of their empirical evidence
from studies of vocabulary development. They have been impressed with
the findings of studies performed with children raised in institutions,
with investigations of birth-order differences, and with research on
children raised in poverty. All of them show significant differences in
verbal skills among children of varying environments.

A review of literature on children's language reveals that the
social implications of language development have, somewhat, been
neglected or misinterpreted because of the peculiar problems connected
with the collection and the analysis of the material. Some of the evi-
dence show that English speaking children from the upper socio-economic
groups are more advanced in all phases of language development (Van
Alstyne, 1929; Day, 1932; McCarthy, 1952; and Weaver, 1955). Support
for this idea comes from another study where the researcher reported
that enlargement of children's vocabulary is almost always related with
travel and other environmental experiences (Bean, 1932). From another

perspective recorded conversations of preschool children, in both

12

controlled and spontaneous situations, showed that children found in
special institutions lacked development in their language skills (Milner,
1951; McCarthy, 1954; Verplank, 1955; Pringle and Tanner, 1958).

Though the special features of the young child's verbal world
have hardly been studied, most authors ascribe an important role to
parent-child dialogue in the development of language. In one of the
studies reviewed, even though limited to the study of word frequency,
the author (Smith, 1935) concluded that association with adults tends
to improve speech more than association with other children, and that
children in the higher social classes advance at a more rapid rate in
language development than those of lower classes. In another study
(Hopkins, 1967), the effect of a parent education program on the lan-
guage development of underprivileged kindergarten children was deter-
mined. This study was designed to measure the frequency and quality of
mother-child interaction. The significant differences found in
language development favoring children whose mothers attended the program
over those whose mothers did not, confirm the behaviorists viewpoint.
The results of this study also support the conclusions of a previous
one (McCarthy, 1953) where the author emphasized the importance of early
mother-child relation and the fact that learning of mother's speech is
achieved through a process of identification. Another viewpoint that
seems necessary to consider is that of Weaver (1955). He concluded
that age and economic background of the child's playmates also make a
difference in his vocabulary development. Weaver stated that, though
children learn at first to talk precisely in the style of their parents,

as they move out into the peer group they then begin to use the style

13

of talking of their peers. Furthermore, he added that as children grow
older, they are exposed to still other linguistic influences and their
language is further modified.

Another aspect which has been the object of attention is the
influence that sex may have on language development. In one study
(Davis, 1937), it was concluded that while there was much overlapping,
when comparisons were made on sex and social status, the group differ-
ences were clear cut, and gave a slight superiority to girls over boys
and to the upper socio—economic groups over the lower socio-economic
ones. There is another study (Olson and Koetzle, 1936) which points to
sex differences in speech production. The amount and rate of talking
of young children were investigated. The authors concluded that boys
tend to speak less than girls during a given period of time, but that
when speaking boys tend to do it at a more rapid rate. Furthermore,
the authors sustained that the child that talks the most does not
necessarily speak at the most rapid rate.

Studies Relating to Vocabulary Development
Using Groups of Kindergarten Spanish
Speaking Children

Complications are magnified if word count production in Spanish
is considered. Studies concerning language development have not been
as prolific in the Spanish speaking world as they have been in other
places. In the survey of the literature, the author of the present
study could find several studies that will be mentioned, even though
they are not concerned with groups of kindergarten children.

The first group of studies concern the lexicon of adults

(Rodriquez Bou, 1952). Through the use of oral vocabulary, free

14

association exercises, written vocabulary, examination of previous
word counts, newspapers, texts and similar materials, Rodriquez Bou
determined the most frequently used Spanish words. On the other hand,
a survey on the language of twelve—year-old Spanish children was found.
Lazcano and Sala (1969), tried to determine not only the vocabulary but
also the interests of Spanish children aged 12. Only a transcript of
the dialogs was reported.

A second group of studies which will be summarized further
ahead was found. Even though the authors were not especially interested
in the study of spontaneous word production, they did include kinder-
garten children as part of their population. The first in this group
is another study conducted by Rodriguez Bou (1966). The author
attempted to produce a list of the words most frequently used by pre-
school children. He selected children four—to—seven years of age, who
were entering the first grade in schools of urban as well as rural
zones. From recordings of vocabulary elicited using 55 pictures, two
lists were made. One with the 105 most common words used by the 746
subjects participating in the study. The other list contained the'next
3000 words in order of frequency of use.

A second study (Gonzalez de Guzman, 1972) represents an
investigation of the vocabulary of children when they enter school in
three areas of Puerto Rico. The purpose of this study was to determine
whether there were any differences in the vocabulary used and under-
stood by children of mountainous, coastal, and metropolitan areas of
Puerto Rico. Furthermore, the author tried to discover if sex was a

determinant factor in the use or understanding of vocabulary. The

15

sample was obtained through the application of the verbal form of the
test "Prueba Colectiva Puertorriquena de Capacidad Mental, Nivel Primario,
Grados, l, 2, 3, Formas A y B" and by eliciting conversations from
children through 19 colored pictures that were shown to them. The
analysis performed on the data gathered revealed that: (1) there were
significant differences in the scores of the tests applied to determine
the use of vocabulary. Subjects from the metropolitan areas used more
words and more different words than those of other areas; (2) there were
no significant differences in the total number of words and in the
number of different words used by boys and girls; (3) there was no
difference in diversity of vocabulary between boys and girls.

The last study in this group concerns itself with the psycho—
linguistic development of children six to eight years of age in rural
and urban areas of Guatemala (Fernandez de Barrios Castillo, 1973).

The purpose of this study was to find the syntactic development of
children of several age groups. Picture tests (Prueba Pict6rica de
Lenguaje Nacional, PPLN) were used to elicit the speech production of
240 subjects drawn from rural and urban areas, involving children six
to eight years of age, and including low and high socio-economic levels.
Results of this study seem to confirm the conclusions of previous ones
with respect to the following: (1) females showed a slightly larger
lexicon than males; (2) development of meaningful expression evolved

in direct relation with age increment; (3) higher socio-economic groups
seemed to have better opportunities to reach wider maturational range,
semantically speaking, than those belonging to low socio-economic levels.
Furthermore, the author noted that the results suggest that adult-child

interaction was an important factor in vocabulary development.

16

Summary

A review of the literature on word counts performed with groups
of preschool and kindergarten children was presented in this chapter.
There were three aspects of this literature covered. First, methodology
used when performing studies dealing with groups of kindergarten
children was considered important and therefore included at the
beginning. Second, studies considering sex and environmental influences
on language development were the theme of the following section. No
consensus of opinion could be reached when analyzing findings. Finally,
even though studies of vocabulary development in Spanish have been
limited in number, the three studies produced dealing with groups of
children, including five-year-olds, were reviewed in the last section
of the chapter.

This survey of the literature revealed a pausity of studies
related to the oral vocabulary of preschool and kindergarten children.
No definite overreaching theoretical conclusions could be drawn. While
the authors of a number of the studies conclude that their data supports
a behavioristic view of vocabulary development, their procedures allow
for other interpretations. A common denominator was observed. Most of
the studies seemed to indicate that all the words a child uses are in
some sense imitations of words he has heard. Nonetheless, one has to
keep in mind that simple imitation do not suffice to explain the whole
process of language acquisition.

The importance which has been attached in the past to the study
of verbal expression cannot be ignored, since the issues are still open

for further study. Living in an ever-changing world presupposes that

17

the vocabulary has to undergo constant change to meet new and challenging
demands "Therefore, no word list can be considered as being final"

(Weaver, 1955).

CHAPTER III

METHODOLOGY OF THE STUDY

Introduction

 

The purpose of this chapter was to describe the methods used
to analyze the speech production of five-year-old Guatemalan children.
The analysis included social implications and individual differences
as well as the speech production characteristic of the age under study.

Recordings of spontaneous conversations of kindergarten
children were used for the purposes of this study. These conversations
were collected by the author under specified conditions.‘ The popula-
tion interviewed and the selection of the sample are identified and
defined, and the data gathering procedure is outlined. It was con-
sidered important to stress the fact that the study was conducted in
two distinct phases which required somewhat different research tech-
niques and subsequent treatment. The instruments and techniques used
for the analysis of the data will be explained in the appropriate

sections.

Selection of Population
The recorded conversations of 145 Guatemalan Spanish speaking
children were selected for the study. This population represented both
sexes (86 males and 59 females), an age range from four years, eight
months to five years, four months, and a socio-educational background

in which their parents ranged from illiterates, persons without any

18

19

schooling, and university graduates. It was intended to draw half of
the population from the private sector, involving schools owned by
individuals or groups of individuals which charge a monthly fee in order
to support the expenses of the institution. The other half would have
come from the public sector, schools supported by the government where
no fees are required. Actually, 75, 51.7 percent, of the recordings
were of children attending private institutions. The remaining 70,
48.3 percent, were of children going to public schools. Eighty six,
69.3 percent, of the recordings belonged to boys and 59 were of girls.
The first step for the analysis presupposed a subdivision of
the selected population into groups that would indicate differences
among the individuals. This subdivision was planned considering social
and economic factors. Several problems were confronted by the author
in this process. To begin, the necessary information for the Sub-’
division into socio-economic levels was not readily available. According
to Gillin (1956) Guatemala does not have a uniform or homogeneous
national culture in which all its members participation can be noted.
Contrary to expectations, the author found that even though Guatemala
is geographically subdivided into zones, which could be taken in part as
an index to socio-economical status definition, schools located in those
zones do not necessarily match the socio—economic level of the families
living in those zones. In other words, a school could be located in
the center of a zone where most of the professional or business people
live but it does not draw its population from those families. Rather,
children of those families are bused to private institutions located

in other zones and chosen according to their preferences. Those who

 

"'t

1"

 

 

..._
4
"’- '1

 

 

 

o
I
('7

20

attend the school, then, would be the children of low income persons
who work for the previously mentioned professionals. The following was
found to be true in any given zone.

1. Private kindergarten where, due to the fees charged, only
the children of persons who hold a high or upper middle
economic condition attend.

2. Private kindergarten, attended by children of low income
families.

3. Private schools, especially parochial schools, where, due
to the funding of scholarship programs, both kinds of
population described in one and two above, attend.

4. Public kindergarten where, for several reasons, both
children of professionals as well as children of low
income workers attend.

A second problem encountered stemmed from the fact that none

of the 16 schools, with which contact was made, required from the
parents an income declaration. Despite the author's effort to obtain
this information, it was impossible to convince the administrators to
authorize such a request. Another factor influencing the author to

make the decision adopted, was that according to Gillin (1956) education
and attitudes toward professional endeavors seem to be the basis for the
differentiation of social groups in Guatemala (see Figure 1). Two
factors were then left to be considered for grouping: educational

level reached by both parents and professional activities they were
engaged in at the time of the investigation. Children of manual workers,

artisans, mechanics, professional people, and artists were all included

21

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.osv msuaum osu

mo uo>mu cw mammuw «unaccoue
can Emwuw>ummsoo mo mmuwmv am“:
a :30:m.mwm .mammw Hmmuoums
an Essa cu kuuomcw maamuwuma

.mwamnu Hmwoom ouoaoue

louse “mace can wwwumuue mawmfio ou vmuumexm one mnu mH

.woomaa
M umzuo Eoum nuances“
mauve cu can «Meme cowu

M lflUHGfifi—EOO mde CH ”$00

Tom mma new oumuuuwa mH

 

1|

.uonwa assume muuonmm

muHm mAQQHz

.muo>mov

Tao amusuaau ovavHuos
cw ouwewowuumm ou wouwu
Iwumamucw hdawuauaao mH
.mwuma cowumuwcsa

IEou mama ou amouum knew
as m>ma uoc moon .owMum
mumucmsaao muu> a cu
vvusvou no uaaumwxu cad
umoaam Ho>ma Hmcowuuusvm
.uonna an:

Idea ou mafia muw mouwuwvua

30A

 

 

 

 

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.,.4.

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22

in the study and depending on the educational level reached by their

parents formed the different groups.

In conclusion, instead of a division according to socio-economic
levels, the author grouped the subjects according to family socio-
educational background defined by the educational level of the parents
and the profession they held at the time of the investigation. Forty-
five, or 31 percent of all recordings, were of children of low socio-
educational background, children whose parents did not have any
education or that reached only the elementary school level. Sixty two
or 42.8 percent belonged to children coming from a middle socio-
educational background situation, and 38 were of children from a high
socio-educational background. The groups studied represent all classes
of society. A larger proportion of the upper social classes, 26.2 per-
cent, than that found in the general population, 25 percent (Ruddle
and Barrows, 1972), was included. Thus, the final sample consisted of

145 subjects, 86 boys and 59 girls, as shown in Table I.

TABLE I

SUBJECTS INCLUDED IN THE POPULATION

 

Socio-Educational Background Level

 

Sector High Middle Low Sub-Total Total
M F M F M F M F

Private 19 8 21 11 8 8 48 27 75

Public 6 5 l6 l3 l6 14 38 32 7O

Sub-totals 25 13 37 24 24 22 86 59 145

TOTAL 38 61 46 145 145

 

‘5, 1975.

age for ea
fines whet
:::I;pat1'on
::' Guatena.

:iatts appe

The
at: the ac
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:‘esigned to
sidered to I

::r:ed the (

23

The children ranged in age from 56 to 64 months as of January
15, 1975. The range, mean and standard deviation of the chronological
age for each group are shown in Table II. All those children come from
homes where Spanish is the only language spoken. Information on the
occupation and educational background of parents as well as the zone
of Guatemala city where their residence is located can be found in the

charts appearing as part of Appendix A.

Procedure
The study was conducted in two separate phases. Phase I dealt
with the acquisition of the verbal sample which involved spontaneous
conversations of five-year-old Guatemalan children. Phase II was
designed to measure the children's oral comprehension of stories con-
sidered to be typically representative of each of the three groups that
formed the chosen population. Those stories were drawn from the

recorded conversations.

Phase I: Verbal Sample

The schools in Guatemala open toward the end of January which'
made it imperative that the data be collected soon thereafter, otherwise
the children's vocabulary could have been affected by the school
environment.

During the last two weeks in January and the complete month
of February, 1975, the author visited 16 schools located in seven of
the various zones that form Guatemala City. (See map included in
Appendix A.) 'The objective was to record the spontaneous conversations

of as many five-year—old children attending those institutions as

nausea cw pummuunxm«

 

 

 

 

 

 

24

 

 

 

na.~ film cu . med Huuoy
~m.~ mq.~ -.~ Nlm «In mum 0H CH 5 we on 0” 304
ms.~ ~o.~ so.m film film «In OH cg oa do aw mm macaw:
m~.m em.m «o.m Him elm «In OH ea m mm. HH nu swam
coawnsou uwansm oum>wum wocwnaou owanam ouw>wum pecansoo owapsm mum>wum vocwnaoo owanam uum>wum
woawwum> cum: «owcwm mommo maaouu

 

 

 

 

 

 

mu< A<UHuoaozommU .mHomhmDm mma ho ZOHH<H>MQ nm<nz¢9m 92¢ .24m2 .muz4m

HH mqmdfi

 

‘ ‘rfl‘il

 

child be f‘

adtatIOH

Ia-

il the stuc
:2 spot de
geesral ru]
alleged the
it easier t
tion Of the
are to con
53% grincip
725 only re
liildfen 5h

:5 the only

The
\
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2'3 that cl

"‘53 Usual

25

could be found in a given opportunity. During the 45 days that the
visitation period lasted, a total of 500 children were interviewed.

An effort was made to visit at leastone public and one private
school in the same zone to obtain a representative number of subjects
from each sector. Children interviewed in each of those schools were,
in turn, to form the three socio-educational background levels included
in the study. The selection of subjects for the study was done on
the spot depending on situation, setting, and availability. As a
general rule, the administrative officials in the different institutions
allowed the author to examine the cummulative record folders thus making
it easier to obtain the information necessary to decide about the forma-
tion of the socio-educational background levels which the children
were to constitute. Furthermore, special rooms and help from either
the principal or some of the teachers was made available at all times.
The only restrictions considered when making the selection were that the
children should be four to 4—8 to 5-4 years of age and that Spanish

be the only means of communication in the home.

The Corpus.--The "Show and Tell" period was used for the

 

recordings of the speech samples considering that it is during this

time that children bring objects or share experiences with their class-
mates and other adults. Even though the subjects were taken away from
their usual setting, the author succeeded in keeping the general atmos-
phere as relaxed as possible under the circumstances. To insure
fidelity of the recordings, arrangements were made for the conversations
to take place in rooms far from noisy areas. Usually groups of five

or six children were chosen to be recorded at one time. They were

 

Lied to si
aged aroun
eggort Wit
m extrin
activity we
need to t
:nsidered ‘
all about I
:eak about
:zzsidered I
great najor:
fzr stories
‘P‘inocchio,
is; wanted
In E
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122 the Chi
£3511. If
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31.118 for :
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O

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‘or a

26

asked to sit around the tape recorder; in this way the microphone was
moved around only when necessary. Special care was taken to establish
rapport with the subjects and to keep the motivation intrinsic rather
than extrinsic. The children were told that the purpose of the
activity was to obtain a sample of their speech and that anything they
wanted to talk about would be accepted. Nevertheless, when the author
considered necessary, some suggestions relative to the t0pics they could
talk about were offered. Children were told that they could chose to
speak about pets, family members, toys, or to tell other stories they
considered appropriate. It was interesting to notice that while the
great majority chose themes about family and pets, some children opted
for stories like "Little Red Ridinghood," "The Three Little Pigs," and
"Pinnocchio," and still other children offered to sing songs. Anything
they wanted to contribute was accepted.

‘In general, the children seemed hesitant at the beginning and
many of them refused to talk when confronted with the microphone. It
(was decided then to start them off by asking very general questions.
Once the children began to talk freely, the author would not intervene
at all. If the subject's conversation seemed to lose strength, the author
would inject a new topic with a leading question. Specific questions
calling for specific answers were avoided as much as possible.

A situation where every member of a group of children uses an
exactly proportionate amount of time is not possible to provide. The
objective was to keep the subject talking for at least five minutes.

The rationale behind this five—minute sample was to arrive at a standard

measure for all subjects. Only the intermediate three minutes of speech

 

 

1,...

 

 

u"
.V- I

"9;!

 

v~..

.ue‘.

 

 

I'q..¢
s “ .
';~g‘
.5L

27

production would be used for the study, deleting the excess conversa-
tion time equally at the beginning and at the end. Thus the initial
hesitation of insecure children as well as the senseless repetitions
of those who did not know how to end a conversation would be accounted
for. This deletion would give the same opportunity to all subjects.

To maintain a five-year-old talking for several minutes
without extraneous interferences was not possible. Some children talked
over five minutes, others did not reach three, and still others did not
speak at all. Thus, the initial five-minute conversation goal could not
be kept in every single instance. The reader should refer to Appendix
B to examine the samples of conversations and the questioning technique.

After careful scrutiny of all the conversations obtained, 145
recordings which ranged from three to six minutes in duration were
selected by the researcher. The rest, those that did not reach three
minutes of speech production were deleted out of this pool. All of the
recordings included in the study comply with the following criteria:
(1) represent spontaneous conversations of five-year-old children; (2)
belong to subjects for whom Spanish is their mother tongue; (3) arrived
at a minimum of three minutes in duration. The reader should refer to
Table III to see the duration of stories distributed according to sex

and to sector within socio-educational background level.

Ppeparation of Typescripts.--A verbatim transcription in
conventional orthography was prepared from each tape-recorded session.
In this case as in a study by Wepman and Haas (1969) dialectical vari-
ations in pronunciation were ignored and vowels or consonants omitted

in pronunciation were replaced in transcription. (Thus, "verda"

 

.F

.5... n v. <.~.

28

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_I NNN NN NN NN _ NN NN
NNN _ NN NN NN NN N N N NN_ NN NN NN NN
NN N N N oN NN
NN NN NN N N N N N N r N N N N
NN NN NN N N N N N N N N N N uNNNsN NON
NN N N o N N o N .N N N N N oNNNNNN
NN NN N NN NN NN
NN NN NN N N N o N N N N N NN
oN NN NN N N N o N N N N N N uNNNNN NNNNNz
NN NN NN N N N o N N N N N N NNN>NNN
NN N N N oN NN
NN NN NN N N N N o N N N N NN
NN N N N o N N o o N N N N oNNNNN NNNN
NN N NN N N o c N N N N N N NNN>NNN
N z N z N z N z N z N :
NNNoN NNNoN . . . =NNI.N =NNI.N =NNI.N =NNI.N NoNuNN NNNNNN
INNN No as 0N 0N on NazoNNNNNNNIoNooN
,eeoI.N , eNNI.N TENNINN l INNNIPN =ooI.N

 

Ho>oH vcaouwxumn

I monHoDQOMm mummmm mo ZOHH<MDQ

HHH mnde

 

‘.-~;"‘.e "V81
raj vocal l

mention:

3* insert
Put
jzigzent.
at ellipse
sequence, a
I:::' sequen
21.45 was d.
red to repI
SEQ‘JEDCES.
ST-éech. In
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2::‘xrence c
Accu
Illct Study
ESE reCOIde
335011, 3 fl.
5’8} [0 mak‘
‘3 SESSI'Ons'

:22 in Each

29

became "verdad," and "aruna" became "arafia"). Extraneous speech sounds
and vocal gestures such as "Hmm," "ah," "eh," also were transcribed in

conventional notation. Certain notations peculiar to the Spanish lan-

guage were adapted to be compatible with characters on the keyboard of

an IBM 026 card punch (a became + and the orthographic accent became

an * inserted after the accented vowel).

Punctuation was added to typescripts on the basis of subjective
judgment. It was limited to periods, questions and exclamation marks,
and ellipses. When a short pause occurred within a sentence-like
sequence, a comma was inserted. A pause following a closed completed
word sequence was marked by a period. Use of question and exclamation
marks was determined mainly by intonation and context. Ellipses were
used to represent long pauses, either within or between organized word
sequences. A special problem was posed by repetitions of a word in
speech. In the utterances, "Mi mama me regalo un... un... un perrito."
it seemed desirable to suppress from the word count all but the first
occurrence of the word "un."

Accuracy in the transcription was established previously with a
pilot study that the author conducted where conversations of 25 children
were recorded and transcribed with 100 percent accuracy. Another
person, a first grade teacher who also teaches English to adults, was
asked to make a second transcription of several randomly selected record-
ing sessions. Then a comparison was made to establish the degree of
agreement existing between the transcription of both persons. When the
transcriptions were compared, the words were found to be exactly the

same in each transcription. There were some disagreements in relation

30

to punctuation used, but they were considered irrelevant for the

purposes of this study.
Each transcript was thoroughly edited at least once by the
researcher and read while listening to the recorded speech. Cor-

rections were made whenever required.

Grammatical Classification.--To determine the number of words

 

used according to the part of speech it was necessary to classify the
words appearing in each transcript. Each of the typescripts was care-
fully analyzed to determine the different parts of speech. One work
(Alarcos Llorach, 1970) was used to clarify grammatical concepts. In
some instances, though, words were classified according to their most
common use. The results of this system indicate that a method of
classification can be used reliably by anyone who is willing to review
the rules of grammar and to work carefully.

The system used, sought to portray in some way the structure of
five-year-old speech. The effort to find an easy way of classification
was another motivation for the system adopted. It's design was taken
from the one discussed in detail in Jones, Goodman, and Wepman (1963).
In conclusion, the children's production was examined from two
different perspectives. The first one, a lexical analysis per se was
used as an indicator of the most frequent words used by children included
in this study. The second was a grammatical classification of the
speech production. The system recognizes nine categories: noun (1),
verb (2), adjective (3), adverb (4), article (5), pronoun (6), verboid

(7), relators (8), and interjection (9). Its goals can best be

31

illustrated by examining it in some detail. The classes are defined
and briefly discussed below.

(1) N222: Found in its two categories, the proper and the
common noun.

(2) .YEEP} This class differs somewhat from the conventional
classification in as far as the structural correlations, which make the
Spanish verb different, were considered. (a) Forms that belong to the
representative function of speech and those that belong to the
apelative function-~imperative; (b) Undelimited--simple--and delimited--
compound--forms; (c) General forms--indicative--and those forms that
carry modal characteristics--subjuctive; (d) Forms that indicate retro-
spective correlation and those that indicate prospective correlation;
(e) Forms that indicate number and personal correlation. All the
nominal forms, verboids, are included under a different classification.

(3) Adjective: This class comprises all those syntagmes char-
acterized by functioning autonomously as attributes.

(4) Adverb: In relation to semantic substance, the adverb refers
to the ideas of situation--time and place--and motion--mode, quantity,
conformity or non-conformity to that said about certain reality. This
class comprises all minimal forms that fulfill the following criteria:
(a) invariability, indifference to number and gender; (b) autonomous
function as aditament; (c) adjacent to the adjective.

(5) Article: This class differs slightly from the conventional
classification in that it does not include the "indefinite article"
--un, una, unas, unos--considered for the purposes of this study as

an adjective. There are several significant features concerning the

aticle 1‘
finally as
still anot
(f
:EtegOI'Y'
7235 prese
is 13’ 10
i3:ononous
1 211a. ‘
filth funCl
3€{ence.
(7)
5:32 the 0“
gerson 01’ t
(8)
transpose 01
Enctional l
CifiIthey E
:znidered p
:tnect equi
(9)
irnidered f2
Lasbeen redo
Especial ton
Stinerally I

493, or negat

32

article in Spanish. In addition to it's base forms, there are others
usually associated with gender--el, 1a-and number-~los, 1as—-and
still another when it is necessary to indicate neutrality--lo.

(6) Pronoun: Only personal pronouns were classified under this
category. Both groups were included, the pronouns that presuppose the
verb presence and are therefore never found in isolation-eme, te, se,
le, la, lo, 103, 1as, nos, os--and the pronouns which are completely
autonomous, some of which carry orthographic accent--yo, mi, t6, ti,
él, ella, si, nosotros, nosotras, vosotros, vosotras, ellos, ellas--
which function either as subject, implement, or complement in the
sentence.

(7) Verboid: This class includes all those verb forms different
from the ones discussed under number two because they do not indicate
person or tense and because they have the capacity to act as nouns.

(8) Relators: This category comprises all those syntagmes that
transpose others to the aditament function. In other words, they are
functional indeces that in principle only point out that the segments
which they accompany are not subjects in a sentence (traditionally
considered prepositions). Also, included here are those elements which
connect equifunctional sequences or adverbs (traditionally, conjunctions).

(9) Interjections: In this classification, an interjection is
considered from the point of view that it represents a sentence which
has been reduced to its minimal expression. It is usually stressed by
a special tone quality in the emission of the voice. Most of its value
is generally obtained by context alone. It may express doubt, affirma-

tion, or negation of something happening.

33

It was not possible to recheck all the speech production analyzed
for this study. In five records that were re-examined by the author,
after an interval of several weeks, the intrajudge reliability was of
96.5 percent. Most of the discrepancies were in the classification of
interjections and in allocating certain syntagmes to the same category.

This last aspect was the least objective step of the method of analysis.

Data Processing.--All data processing of word samples was

 

performed at the Michigan State University Computer Center. The type-
scripts, described above, were delivered to MSU Computer Center in
October 1975. Every sample included was given an identification number
specifying the different variables considered for the study (see
Appendix B).

The typescripts, previously coded, were keypunched into IBM

cards using IBM 026 keypunch equipment. Four words were printed on
each card in addition to the identification number. One or more spaces
(blank card columns) were used to separate successive words. The cards
were then printed in a continuous listing for visual verification.
This verification was performed for all cards and consisted of a pur—
poseful reading for errors against the original samples. Errors found
in the visual verification were corrected on the sample cards, and the
entire verification was repeated as before.

The samples were transferred from cards to magnetic tape in
80-character "card image" form. All subsequent processing was performed
on the tape records. The equipment used included a CDC 6500 system with
two central processing units (CPU), ten peripheral processing units

(PPU), two disk storage systems and four 800-bpi magnetic tape drives.

34

The cards in turn were input to a special program. The
objectives set for this program read: (1) to determine all unique
vocabulary words used; (2) to create a usable data base from the coded
transcripts; (3) to present the new data base in an understandable
format; (4) to use the BREAKDOWN program (Nie, 1970-1975) to obtain
the specified statistics; (5) to rank-order the vocabulary words within
the various sub-populations.

The program was conducted in three different phases. The first
one consisted of a sort-merge program which produced an alphabetized
list of the different words used by all the subjects. There were 2380
individual words found, of which 1341 occurred only once, in the sample
collected. Then a file per child was compiled where both the different
words and their frequency appear. The subdivision of the 2380 words
into subgroups of 97 was realized. A BREAKDOWN (Nie, 1970-1975)
program was run in order to obtain the statistical analysis per word.
The last phase consisted of a ranking routine. Each child's production
was read, the words were ordered according to frequency of occurrence,
and then, the different listings of words were derived: by grammatical
type within socio-educational level and within sex.

The program produced as output: (1) an alphabetized list of all
different words including the code for grammatical class; (2) a printout
of the coded transcripts, including the words in each category used by
the subjects in the different groups; (3) a list of words alphabetically
arranged within each coded grammatical class together with absolute
and relative frequency for each class and/of each word within that

class. All this information was analyzed in order to obtain the means,

35

standard deviation, and variances reported in the different lists.

The reader is referred to Appendix C to examine the different lists of
words. Lists A, C and D in this study are taken from output 2; list

B comes from output 3. The computer output is kept by the author

but could be studied by anyone that so desires.

(1) List A: In this list all words used by at least five
speakers appear. It includes 350 word entries presented by rank order
of frequency according to socio-educational groups. The rate of occur—
rence of a word was determined separately for each speaker and then
averaged over the speakers to yield the reported mean frequency of
occurrence. Part-of—speech codes are cited for each word, using the
numerical coding convention given earlier.

(2) List B: This list is organized by Part-of-speech with
words arranged alphabetically within each class. All words listed were
used at least once by five or more of the 145 speakers. If a given
word was used by at least five speakers in each of several grammatical
classes, it appears listed several times, once under each grammatical
class. Thus, "Juego" occurred both as a noun and verb, and is listed
both in the noun and in the verb sections. "Cuarto" occurred as a noun
and as an adjective, and it appears in the two lists. Each word is
followed by three numbers. The number in the first column to the right
of the word represents the number of speakers who used the word at least
once in the specified grammatical class. The next column presents the
mean frequency of occurrence. The final column gives the variance from
the mean. As in Wepman and Haas (1969), the variance was used to serve

"as an index of the magnitude of individual differences in frequency of

36

use of a word." Two words with approximately the same mean but
different variances were thought to be marked by different distributions
of usage over individuals. Consider two words used as nouns ABUELITO
and AMIGOS. Both have mean frequencies of .0414. The larger variance
for ABUELITO (.0538) suggests that fewer speakers used it with rather
high frequencies. The lower variance of AMIGOS (.0399) indicates
relatively more uniform frequencies of usage. Another example, the
adjectives CADA and GRANDES have precisely the same mean frequency of
occurrence .0897 but different variances (.1516 and .0822). This
suggests that the word CADA comes from the protocols of a smaller
number of speakers but that each speaker used the word relatively often.
The variance was defined then, over the relative frequencies obtained
from the 145 speakers.

(3) List C: This list presents, alphabetically arranged,
all words used by at least five speakers. Grammatical class codes, as
defined earlier, are included. The three numbers associated with each
entry are the number of users, the mean frequency of occurrence averaged
over the 145 speakers, and the variance from the mean as defined over
the distribution of relative frequencies obtained from all the speakers
included in the study.

(4) List D: This list presents, alphabetically arranged within
grammatical class, all words used by four speakers or less. No

statistical analysis was performed with them.

Treatment of the Data.—-A multivariate analysis of variance

 

using the Finn program, was utilized to determine significant differences

between sexes, between and within socio-educational background groups

an the non).
titer use C‘
accepted a:

giscussed :

ThI

children c<
educational
as to dete
one socio—e
ie other g
Cmre'nensi
Tare analyz
stories rep
:hosen. Th
here six S

Efflups’ Her

o:
mprel‘lensb
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ETG‘Ind 81-011?
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IICH- .
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37

on the number of words the children use, and the frequency with which
they use certain kinds of words. Differences among variables were
accepted as significant if the probability was .05. Results will be

discussed in Chapter IV.

Phase II: Oral Comprehension Check

The purpose of Phase II was to determine the extent to which
children comprehend oral speech production of sexually and socio-
educationally different children. In other words, the main objective
was to determine if the speech production of children that belonged to
one socio—educational background group was understood by children in
the other groups. In order to produce an instrument to check for oral
comprehension, all speech productions collected for Phase I of the study
were analyzed. Sections of the conversations which could be considered
stories representative of each socio-educational background group were
chosen. The result of this analysis was the compilation of a test
where six stories, one representing each sex within the different

groups, were included.

The Test.--The test designed for the measurement of Oral
Comprehension consisted of six stories. There were two stories taken
from the speech production pertaining to each socio-educational back-
ground group and representing both sexes. This selection was made
according to the procedures explained in the following paragraphs.

‘ The first step taken involved the careful reading of all

typescripts. The selection was made taking sections from the speech

production of children participating in the study. Each story was

38

supposed to represent themes and words that could be considered
characteristic of a given group. Therefore, this first activity con-
sisted of the search for fractions of speech productions that constituted
short stories within the general conversation. In some conversations

the author found up to three series of sentences forming some kind of
story, while in others none were found. Once the "stories" were
identified, a separate c0py of each was made.

The second step consisted of the identification of themes_
within the stories. This allowed the author to discover the interests
of each individual within the group and consequently to learn about
activities that were possibly characteristic of that group. A list of
these themes and their frequency is shown in Table IV. As was observed,
there were some equally popular themes in all three groups (family—-
brothers and sisters) and there were others chosen only by certain
socio-educational background groups. This is the case of "Animals"
which is definitely distinctive of the high socio-educational group as
evidenced by the frequency, ten children chose it, with which this
theme appears in conversations of children integrating it. "Animals"
was not the chosen theme for conversations of children in the other two
groups. Only four children in the middle group and three from the low
group chose this theme in their respective speech productions.

Another aspect considered was the number of words contained in
the stories, indicated in Table IV by the number in parentheses. A
list of the words contained in each story was made and later incorporated
into a general list. The words in this general list were drawn from

all the stories chosen from the speech production of children belonging

39

 

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40

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41

to a given group. A careful count of frequencies for each word was
kept. Once the list of words with their respective frequencies was
compiled, it was used as a guide to choose the stories that contained
not only the most frequently appearing words but also those used by
the largest number of subjects within the group they were supposed to
represent (see Table V). In conclusion, the test included six stories,
two for each group, representing the most commonly recurring theme for
a group, the most frequent words found in all stories belonging to that
group, and the number of words that most closely represented the mean
and median number of words for such group.

Once the decision about the materials to be included in the
test was made, the author decided to formulate several questions for
each story with the idea of determining whether the children understood
what was the thesis of each story. The children were expected to listen
to the story which was read orally by the author and then answer, one
by one, the different questions. The examiner was supposed to write,
on a sheet previously prepared, every single word that the child emitted
when formulating his answers. The reader should refer to Appendix D for

further examination of the materials included in the test kit.

Application.--The test was applied basically to the same

 

population that was interviewed for the first phase of the study. For
this part, however, the population was reduced to 90 cases, 30 children
in each socio-educational background group, with the idea of ending
with three comparable groups. Once the number of cases which were to
integrate each socio-educational background group was decided, the rest

of the children were randomly deleted. A close observation to Table VI

42

TABLE V

SELECTION OF STORIES ACCORDING TO NUMBER OF WORDS USED

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

number of words within the group.

 

TOTAL HIGH MIDDLE LOW
fibrds P Cases words Cases words Cases words Cases
136-284 2
122-129 2
114-117 2
107-111 2
100-103 3
97- 99 2
93- 94 2
90- 91 2 136
88- 89 3 122
86- 87 2 117 284
84- 85 4 111 114
78- 82 2 107 99

77 l 103 94
76 2 100 93
75 1 97 9O
73 2 89 89 129
72 2 86 87 100
71 3 85 84 91
69 1 85 84 88
66 1 (II-13) 77 (15)* 78 82
65 * ‘1 (II-30) 76 ( 4) ’ 76 73
63 '3 (II-5)(1+24) 75 (21) ° 71 (25)*' 73
62 * 1 (III-20) 72 . (21) ’ 71 ( 4) ‘ 71
61 1 (1-25) 72 . (16) 66 . (13)*° 62
60 l (III-2) 69 ( 7)* 65 . (30)*' 60
58 l 61 63 ( 5) ' 53
57 1 55 63 ( 1) 55 (20)”
55 3 52 63 (24) 49 . (19) '
52 1 so 57 49 (28)”
50 1 48 55 46 (10)*
49 _2 48 48 45 (26)*
48 3 u. 47 45 1 Si
47 1 41 44 43
46 1 39 37 42
45 2 38 35 39
43- 44 3 37 33 39
41- 42 2 34 33 39
38- 39 5 34 30 37
36- 37 4 31 26 36
34- 35 3 31
31- 33 4
26- 30 2
n - 87 ‘i - 68 n-32 76-68 n-3o 7:363 n-zs Y—59
Median - 63 Median - 72 Median - 66 Median I 49
flieans female cesefi—Iioints to most frequent theme conte: ing that

 

43

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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H> mnm¢H

 

 

44

indicates that a complete equality within the levels, sectors, and
sexes was not possible; nevertheless, it was judged to be close enough
to be considered satisfactory for the purposes of this study.

All 16 schools were visited again during the month of July.
Randomly selected individuals, from among those included in Phase I of
the study, were interviewed. Again, the individuals were removed from
the classroom, one at a time in this opportunity, for the application
of the test. The author found that it was easier to establish rapport
this time than it was when the conversations were recorded. One hundred
percent of the subjects remembered the recording sessions, making it
easier therefore to explain the purpose of this second visit with them.
All the cases were told about the activity, carefully read the directions
of the test, and read the stories. After each story was finished,
questions measuring the level of comprehension were asked and their

responses written verbatim on the answer sheet.

Method of Reporting Results.--After the subjects were all inter-
viewed, answers for each queStion were examined and analyzed. Those that
revealed remembrance of important details and the ability to grasp the
main idea of the story were scored as correct. A study was made to
correct answers per story. A total of correct answers for all stories
is reported on Table VII. Results in these tables are presented as per-
cent correct answers and percent of cases by sex and by socio-
educational background, choosing those answers. A multivariate analysis
of variance was used to determine differences between and within groups.

A detailed discussion of this analysis will be presented in Chapter IV.

45

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HH> mundfi

 

 

46

Summary

This chapter offered a description of the methodology involved
in conducting the study. The population was selected from 16 institu-
tions belonging to both private and public sectors.

For Phase I, recordings were made of the spontaneous conversa-
tions of 500 children. One hundred and forty five of them were chosen
for the study. After typescripts of the conversations were made, three
minute selections were put into IBM punch cards to be computer
processed. A special program was designed and a BREAKDOWN program (Nie,
1970-1975) was used to obtain information regarding the most frequent
Spanish words used by five-year-old Guatemalan children. Socio-
educational background and sex were the variables considered.

An Oral Comprehension Test was designed with selected portions
of the recorded conversations. It was applied to 90 subjects randomly
deleting the rest. Fifty five children were not included in the Phase
II of the study.

The statistical procedures were designed in conjunction with the
Research Consultants at Michigan State University. The data is organized,

presented and analyzed in Chapter IV.

CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

Introduction

 

The purpose of this study was to identify the words most
frequently used by five-year-old Spanish speaking Guatemalan children,
and to determine if there were differences in the use they make of the
language when grouping those children according to socio-educational
background and according to sex. The data was also used to discover
the types of words most frequently recurring in children's conversations
and to investigate whether oral production which typically represented
one of the three socio-educational background groups was understood
by children in the other two groups.

Procedures for collection and classification of data were
described in the previous chapter. In this chapter the statistical
analyses, as they relate to the hypotheses, will be presented. Lists
of the 350 words used by at least five speakers are included in Appendix
C. It was decided to include a list of those words that were used by
less than five speakers but no statistical analysis was performed with
the data. As it was mentioned before, the complete records which

constitute the computer's output are kept on file by the author.

fiypotheses and Statistical Data
A Multivariate Analysis of Variance was performed on the data

obtained for the first part of the study which comprises hypotheses

47

48

one, two and three. The Finn Program--version four, was used at the
Michigan State University Computer Center to effect the MANOVA design.

A total of the running words and the individual words used by
the subjects, was arranged by sex within socio-educational level (see
Table VIII and Table IX). Results of the statistical analyses concern-
ing the variables under consideration and the hypotheses formulated will
be explained further ahead.

Two aspects, size and diversity of the vocabulary, were con-
sidered to determine whether there were any differences in vocabulary
used by children in the various groups. Gonzalez de Guzman (1972)
appears to be the only author who has made a study on children's vocab-
ulary when they enter school with results comparable to the present one.
Those results will be considered whenever comparisons with the data

under study appear relevant and necessary.

Hypothesis l

Frequency of occurrence will not be significantly different
when analyzing the commonest three hundred words found in the
speech production of five-year-old Guatemalan children when
grouped according to socio-educational background level.

Data examined and analyzed to accept or reject this hypothesis
came from the listings that constituted the computer's output as explained
in Chapter III. The first step taken was to choose the commonest words
used by at least five speakers. Then a list of those words, 350, was
compiled indicating the rank that each word occupies in each of the
three different socio-educational background groups.

As in other investigations (Rinsland, 1945) where data was

arranged from a high to a low frequency, a bunching of cases occurred

49

 

 

 

 

 

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xH MAmdfi

 

51

in this study. As the less frequent words are approached, the number
of words of a given frequency increases. That is, several words occur
within the same frequency range.

In order to use comparable data about the word frequency within
groups, and to avoid the variations thrown in by the use of raw data,

a unit of "occurrence of a word per 10,000 running words" was used.
The 350 most frequent words used by the speakers groups according to
frequencies appear in Table X. The comparable unit per 10,000 running
words is given for both, the highest and lowest frequency within each
group in Table XI.

Ten measures were examined, total number of words used and a
total of words in each of the following categories: nouns, verbs,
adjectives, adverbs, articles, pronouns, verboids, relators, and inter-
jections. The means on all ten measures were generally greater for the
groups (boys, girls and total group) belonging to the high socio-
educational level than the means for the other two groups as shown on
Table XII.

When the data were subjected to a multivariate analysis of
variance, no significant differences were found. At the confidence level
of 0.05 it can be said that the main effect of socio-educational level
is the only one that could be considered near the statistical sig-
nificance level (p‘<.llll). Nevertheless, it can be observed in Table
XIII that the interaction of sector and sex seems to be also very low

in the significance scale (p‘<.1925).

52

 

 

 

 

 

 

 

 

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53

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54

TABLE XII

MEANS AND STANDARD DEVIATION OF RUNNING WORDS USED

 

 

 

 

 

 

HIGH GROUP MIDDLE GROUP LOW GROUP TOTAL GROUP

Mean S.D. Mean S.D. Mean S.D. Mean S.D.

Boys 26.08 12.67 23.59 12.18 23.12 13.45 24.19 12.74

NOUNS Girls 29.23 11.13 28.79 14.12 23.09 12.87 26.76 13.60
Total 27.16 12.01 25.64 13.08 23.11 13.07 25.23 12.88

Boys 25.08 14.38 26.19 14.42 18.04 10.30 23.59 13.83

VERBS Girls 31.15 14.91 28.00 17.01 23.82 15.53 27.14 16.29
Total 27.16 14.36 26.90 15.35 20.80 12.77 25.03 14.63

Boys 16.96 8.36 17.27 11.17 16.62 9.66 17.00 10.01

ADJECTIVES Girls 19.38 6.04 18.29 9.73 15.45 9.32 17.80 8.91
Total 18.29 7.56 17.67 10.54 16.07 9.39 17.32 9.49

Boys 17.16 11.14 15.59 9.66 11.04 8.17 14.78 10.11

ADVERBS Girls 18.31 7.63 14.62 9.56 16.32 15.04 16.07 11.66
Total 17.55 9.97 15.21 9.54 13.57 11.82 15.30 10.54

Boys 7.04 4.79 6.35 4.21 5.00 3.16 6.17 4.13

ARTICLES Girls 9.85 6.22 9.21 7.35 6.09 4.75 8.19 6.36'
Total 8.00 5.23 7.48 5.60 5.52 3.86 . 6.99 5.00

Boys 15.88 10.20 15.46 9.72 11.17 8.23 13.22 9.85

PRONOUNS Girls 19.23 9.91 18.12 12.59 15.86 11.76 17.53 11.77
Total 17.03 9.96 16.51 10.84 13.41 9.95 14.97 10.49

Boys 4.32 3.94 4.00 2.90 2.88 1.98 3.78 3.25

VERBOIDS Girls 5.85 4.26 5.04 4.47 2.36 1.60 4.22 4.19
Total 4.84 4.00 4.41 2.56 2.63 1.79 3.96 3.52

Boys 29.60 17.14 31.54 20.49 24.58 20.89 29.03 19.96

RELATORS Girls 37.15 15.26 35.00 21.42 27.41 20.12 32.64 19.73
Total 32.18 16.32 32.90 20.69 25.93 20.53 30.50 19.76

JECTIONS Girls 1.54 2.28 1.50 1.38 0.96 0.89 1.31 1.57
Total 1.76 1.82 1.44 1.39 1.30 1.78 1.48 1.65

TOTAL Boys 144.00 74.09 141.41 73.47 114.08 65.36 134.53 72.97
WORDS Girls 173.15 70.57 158.58 86.65 131.36 84.23 151.64 83.71
Total 153.97 71.94 148.16 78.21 122.35 74.12 141.50 76.43

 

 

 

 

55

TABLE XIII

MULTIVARIATE ANALYSIS OF VARIANCE OF THE RATIO OF WORD FREQUENCY

 

 

 

Source of Variance D.F. F P less than
Sector 9 and 125 .6901 .7168
Level 18 and 250 1.4451 .1111
Sex 9 and 125 1.2132 .2928
Sector — Level 18 and 250 1.2155 .2486
Sector - Sex 9 and 125 1.4060 .1925
Sex - Level 18 and 250 1.2349 .2335
Sector - Sex - Level 18 and 250 1.0381 .4176

 

 

Hypothesis 2

 

The mean measure of vocabulary diversity for three distinct

socio-educational background groups will not be significantly

different.

The same ten measures that were considered for hypothesis one,
'were studied when analyzing diversity of vocabulary. The reader is
advised to turn to Table XIV at this point. It is easily seen that
means were higher for subjects in the high and middle socio-educational
background groups than for subjects in the low group. When the data
were subjected to the MANOVA study, the F ratio of 1.4451 (18 and 250
df) for the total number of individual words and for the words used in
seven out of nine categories was not statistically significant (p‘<.llll).
However, there was a significative main effect of level for two of the
word categories, namely Articles (p‘<.04ll) and Verboids (p‘<.0080)

as can be seen in Table XV where the main effects of level, sex and

their interaction is depicted.

56

TABLE XIV

MEANS AND STANDARD DEVIATIONS OF INDIVIDUAL WORDS USED

 

 

 

 

 

HIGH GROUP MIDDLE GROUP Low GROUP TOTAL GROUP
Mean S.D. Mean S.D. Mean S.D. Mean S.D.
Boys 10.12 3.77 9.22 5.79 10.21 3.96 9.76 4.61
nouns Girls 14.08 3.36 10.29 3.01 8.05 2.73 10.29 3.23
Total 11.47 3.96 9.64 4.86 9.17 3.39 9.97 4.09
Boys 8.48 3.61 7.03 2.87 6.13 4.32 7.20 3.49
vrnns Girls 13.38 3.38 8.88 4.43 5.45 2.18 8.59 3.44
Total 10.16 3.48 7.75 3 53 5.80 3.43 7.77 3.46
Boys 2.80 1.94 2.32 1.92 2.33 2.20 2.47 1.98
ADJECTIVES Girls 4.46 2.76 2.92 2.69 2.09 1.38 2.95 2.26
Total 3.37 2.21 2.56 2.23 2.22 1.83 2.66 2.09
Boys 1.32 1.43 1.05 0.78 1.00 0.78 1.12 1.00
ADVERBS Girls 2.23 1.17 1.38 1.13 0.91 0.53 1.39 0.94
Total 1.63 1.33 1.18 0.93 0.96 0.66 1.23 0.98
Boys 0.12 0.44 0.08 0.28 0.13 0.60 0.10 0.43
ARTICLES Girls 0.23 0.83 0.13 0.45 0.09 0.29 0.14 0.50
Total 0.46 0.59 0.10 0.35 0.11 0.47 0.12 0.46
Boys 0.60 1.22 0.35 0.63 0.61 0.76 0.51 0.87
PRONOUNS Girls 1.15 1.14 0.50 0.36 0.73 1.24 0.73 0.97
Total 0.79 1.18 0.41 0.58 0.70 1.01 0.60 0.90
Boys 2.32 2.29 1.86 2.37' 1.38 0.92 1.86 2.02
VERBOIDS Girls 3.46 4.20 2.29 2.16 1.18 1.13 2.14 2.44
Total 2.71 3.02 2.03 2.27 1.28 1.01 1.97 2.19
Boys 0.68 1.09 0.49 0.61 0.50 0.59 0.55 0.76
RELATORS Girls 1.31 1.03 0.71 0.55 0.55 1.10 0.78 0.88
Total 0.89 1.06 0.57 0.58 0.52 0.86 0.64 0.81
JECTIONS Girls 0.46 1.20 0.29 1.04 0.14 0.64 0.27 0.94
Total 0.39 0.92 0.28 0.58 0.17 0.86 0.28 0.81
Boys 2.98 2.19 2.52 2.34 2.51 2.15 2.65 2.22
mMmescnn 4532£4 mm mm 2J31m6 mm L%
Total 3.54 2.42 2.79 2.30 2.37 1.68 2.80 2.15

 

 

 

TABLE XV

57

MULTIVARIATE ANALYSIS OF VARIANCE OF THE DIVERSITY OF VOCABULARY USED

 

 

 

 

 

Variable Source of df Mean Sq. Univariate P less
Variance F than

Level 18 and 250 199.5956 1.1803 .3104

NOUNS Sex 9 and 125 287.3921 1.6995 .1947
Interaction 18 and 250 119.0503 .7040 .4965

Level 18 and 250 584.9885 2.7608 .0669

VERBS Sex 9 and 125 601.0248 2.8365 .0945
Interaction 18 and 250 78.3207' .3696 .6917

Level 18 and 250 39.2697 .4293 .6519

ADJECTIVES Sex 9 and 125 40.1477 .4389 .5089
Interaction 18 and 250 69.1557 .7561 .4716

Level 18 and 250 134.7679 1.2921 .2782

ADVERBS Sex 9 and 125 97.7311 .9370 .3348
Interaction 18 and 250 95.5122 .9158 .4028

Level 18 and 250 93.7417. 3.2705 .0411

ARTICLES Sex 9 and 125 164.2857 5.7317 .0180
Interaction 18 and 250 19.2548 .6718 .5126

Level 18 and 250 195.9298 1.9092 .1678

PRONOUNS Sex 9 and 125 407.2396 3.7604 .0546
Interaction 18 and 250 4.2128 .0390 .9618

Level 18 and 250 64.8871 5.0211 .0080

VERBOIDS Sex 9 and 125 13.1130 1.0147 .3157
Interaction 18 and 250 14.5111 1.1229 .3284

Level 18 and 250 660.9268 1.7117 .1846

RELATORS Sex 9 and 125 638.6545 1.6540 .2007
Interaction 18 and 250 151.2555 .3917 .6767

Level 18 and 250 2.5765 .7024 .4973

INTERJECTIONS Sex 9 and 125 2.6694 .7277 .3952
Interaction 18 and 250 1.4397 .3925 .6762

 

 

 

58

Hypothesis 3

 

The mean measure of vocabulary diversity will not be

significantly different for females when compared with

males in the same sample.

The same ten measures mentioned before were again considered
in this case. As it can be observed in Table XVI the coefficient of
variation shows that the data tended to be more variable for boys than
for girls in the high socio-educational background group, while it
tended to be more variable for girls than for boys in the middle and
low socio-educational background groups.

When the data were subjected to a multivariate analysis of
variance, it was found that over all, the main effect of sex was not
significant (p<:.2928), although there were some differences that
could be considered significant for three variables, namely Verbs
(p .0945), Articles (p<1.0181) and Pronouns (p‘<.0546). This can
be observed again in Table XV.

A closer examination to Table XIV shows that the means for
girls are higher than the means for boys in two of the three socio-
educational groups mentioned, the high and the middle. Gonzalez de
Guzmén's study (1972) also indicated that in the data gathered in Puerto
Rico more variability appeared for girls than for boys, although the
main effect of sex was not significant. As in Guzmén's study, in the
present on variability for girls was observed mainly in the middle
and in the low socio-educational background groups.

Another study that seems interestingly related to the present
one is the study performed by Smith (1926). Her findings led her to

conclude that "girls begin the acquisition of vocabulary earlier than

59

 

 

 

 

 

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60

boys, but that sex differences tend to disappear after the third year."
The MANOVA results of the present study seem to agree with part of the
Smith's findings since the sex differences found in the group of
children under investigation were not significant.

Interrelationships among variables were explored. According to
the results reported in Table XVII, the F ratio of 1.0381 (18 and 150
df) showed no significant differences (p‘<.4l76) among the various
groups considered in the present study. This fact has led the author
to assume that if there are any differences, in the number of words and
in the types of words used by the subjects, the statistical analysis
performed on the data obtained does not reveal them.

Contributions of the first 100, the first 500, or the first
1000 most frequently used words in a vocabulary list have been questioned

greatly. The findings of the present study show that the first 300

TABLE XVII

MULTIVARIATE ANALYSIS OF VARIANCE - INTERACTION OF SECTOR,
SEX, AND LEVEL ON VOCABULARY DIVERSITY

 

 

 

 

Variable Mean Sq. Univariate F P less than
Nouns 46.3402 .5697 .5671
Verbs 105.6040 .4984 .6087
Adjectives 53.9553 .5899 .5559
Adverbs 12.5745 .1206 .8866
Articles 10.4312 .3639 .6957
Pronouns 158.6155 1.4646 .2349
Verboids 4.9626 .3940 .6819
Relators 347.3712 .8996 .4092
Interjections 3.8343 1.0453 .3545

 

 

61

most frequently used words in the high group contributed to a total of
4600 running words or 79 percent of a total of 5851 running words; in
the middle group the first 300 most frequently used words contributed
to a total of 7330 running words, or 81 percent of 9038 running words,
and in the low group the first 300 most frequently used words contributed
to a total of 4634 running words, or 82 percent of 5637 running words.

After all the counts mentioned in the previous paragraph were
finished, the author found that there were 2012 different words with a
frequency of four or less in the total group. It was remembered then,
that in one of the studies reviewed the author (Rinsland, 1945) hinted
that "the fact that a word occurs only once in a given count is of
certain value." He added later, "Unpublished words of low frequency
might become important upon further count." As a result, a list of
low frequency words was added, List D, to Appendix C.

As a final comparison, a list of the words appearing in the
300 most frequently used words and that were not used by at least one
of the groups is offered in Table XVIII. Both a total of the words not
used by each group and a percent of individual words not used from the
total individual words apported by the respective group to the grand
total is given. In addition, the number of running words which those
300 most frequently used words contributed to thy total of running words
and also the total of running words apported by each group is included.
It is interesting to note that only two words, vive and Bobby, were
absent in the vocabulary apported by two of the groups, the high and the

low socio—educational background groups.

62

 

 

 

 

 

 

 

 

 

 

 

 

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63

Hypothesis 4

 

There will be no significant differences in the values
obtained when three distinct socio-educational background
groups are compared for oral comprehension of stories.

Scores obtained in the Listening Comprehension Test were used
as a measure of vocabulary understood. As it was explained in Chapter
III, this test was formed by the compilation of six stories which were
parts of the subjects' conversations found in the protocols. There were
two stories typically representing each socio-educational group. The
stories were read orally to each subject and than five questions were
asked. The oral responses were transcribed literally by the examiner
and then scored. The means and standard deviations of the scores
obtained by the subjects in each group are presented in Table XIX.

An examination to such table shows that there were differences
among the three groups. Means were definitely higher for the subjects

(boys, girls, total) in the high socio-educational background level

than for the other two socio-educational background groups. An

TABLE XIX

MEANS AND STANDARD DEVIATIONS OF THE ORAL COMPREHENSION‘
SCORES OBTAINED

 

 

 

 

Socio-educational Groups . Total Gr.
High Middle Low
Mean SD Mean SD Mean SD Mean SD
Boys 16.47 5.80 13.57 4.80 13.76 7.08 14.60 6.05

Girls 17.08 5.02 13.94 4.96 11.00 4.09 13.82 5.35

Total 16.73 5.39 13.67 4.80 12.10 5.75 14.20 5.65

 

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64

interesting detail can be observed. Means for the girls were higher
than those for the boys in the high and the middle socio-educational
groups, whereas in the low level the mean for the boys was higher than
that for the girls. Figure 2 shows graphically those details.

When the data were subjected to a multivariate analysis of
variance, it was found that the main effect of level was highly sig-
nificant (p<:.0049). The main effect of sex was not significant
(p‘<.6940) nor was there a significant interaction between level and

sex (p‘<.4376). All this can be observed in Table XX.

TABLE XX

MULTIVARIATE ANALYSIS OF VARIANCE OF ORAL COMPREHENSION
SCORES OBTAINED

 

 

 

 

Source of

Variance Mean Sq df F P less than
Level 161.5444 2 and 84 5.6918 .0049
Sex 4.9247 1 and 84 .1559 .6940
Level - Sex 23.6942 2 and 84 .8348 .4376

 

 

Hypothesis 5

There will be no significant differences in the values
obtained when three distinct socio-educational background
groups are compared for variation from story to story within

groups.
The author was interested here in how the subjects responded
to the stories that typically represented each sex within the socio-

educational background levels. It was thought that the means obtained

65

17“

16

15

14

134

 

12“

114 " """"" B9YS ‘
~' -'-----9- Girls
Total Group

 

100

 

11

HIGH MIDDLE LOW

FIGURE 2: Comparison of the means of the total scores obtained by the
different groups in the Oral Comprehension Test.

66

by the different groups in each story would indicate the extent to
which children understood the speech produced by subjects of a deter-
mined sex within each socio-educational background group.

A close examination to Table XXI reveals that in the high group
girls scored highest in stories that represented each sex in the high
and in the low socio-educational background group; but scored lower than
boys in the story that represented males in the middle socio—educational
background group. In the middle group, girls tended to have greater
means in the stories that were produced by girls in all three groups
while boys scored higher than girls in stories that belonged to boys.
Analysis of the data for the low socio-educational background group,
showed that higher means were consistently obtained by the boys regard-
less of who produced the story. All this can be graphically observed
in Figure 3.

The combined means of all stories for each socio-educational
background group are presented in Figure 4. The highest comprehension
means were obtained by girls in two groups, high and middle, while the
lowest means were also obtained by the girls in the low socio-
educational background group. Differences were not as marked when
examining the means obtained by boys in the three socio-educational
background groups. It is interesting to note that boys in the low group
obtained slightly higher means than boys in the middle socio-educational
background level.

When the data were subjected to a multivariate analysis of
variance, it was found that the main effect of level was not significant

in four of the six stories. The main effect of sex was not significant

67

TABLE XXI

MEANS AND STANDARD DEVIATIONS OF ORAL COMPREHENSION
SCORES OBTAINED

 

 

 

 

 

HIGH MIDDLE LOW TOTAL

Mean S.D. Mean S.D. Mean S.D. Mean S.D.

Boys 2.47 1.28 1.93 1.21 2.36 1.28 2.27 1.28

STORY 1 Girls 3.00 1.15 2.31 1.45 1.44 1.15 2.20 1.39
Total 2.70 1.12 2.13 1.15 1.87 1.18 2.23 1.31

Boys 2.41 1.49 2.71 1.33 2.57 1.43 2.69 1.46

STORY Girls 3.31 1.11 2.31 0.97 2.38 1.09 2.62 1.11
Total 2.80 1.19 2.50 1.07 2.47 1.13 2.66 1.30

Boys 2.76 1.39 1.86 1.03 2.29 1.49 2.33 1.35

STORY Girls 2.31 1.25 2.44 1.13 1.56 1.26 2.09 2.09
Total 2.57 1.16 2.17 1.06 1.90 1.20 2.21 1.30

Boys 2.18 1.63 1.86 1.17 1.71 1.33 1.93 1.39

STORY Girls 2.23 1.15 1.69 1.45 1.50 0.97 1.76 1.21
Total 2.20 1.17 1.77 1.13 1.60 1.05 1.84 1.30

Boys 3.06 1.30 2.64 0.93 2.57 1.33 2.78 1.18

STORY Girls 3.45 0.97 2.69 1.20 2.19 0.91 2.73 1.14
Total 3.23 1.14 2.67 1.02 2.37 1.05 2.76 1.15

Boys 2.76 1.15 2.36 1.34 1.93 1.49 2.38 1.34

STORY Girls 2.85 1.28 2.31 0.95 1.94 1.48 2.33 1.28
Total 2.80 1.08 2.33 1.05 1.93 1.20 2.36 1.30

Boys 2.36 1.39 2.23 1.20 2.24 1.44 2.40 1.35

TOTAL Girls 2.85 1.22 2.29 1.22 1.83 1.18 2.29 1.27
Total 2.74 1.30 2.26 1.21 2.02 1.32 2.34 1.31

 

 

68

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69

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FIGURE 4: Comparison of the combined means of the scores obtained by
the different groups in each story of the oral comprehension

tCSto

70

(p‘<.9708), nor the interaction between level and sex, as can be

observed in Table XXII.

Summary

The vocabulary study conducted in Puerto Rico (Gonzales de
Guzman, 1972) reported differences in the speech production of children
in various sections of that country. According to the author, children
in the metropolitan area obtained higher means in running as well as in
the different words used. Although not highly significant, the statis-
tical analyses performed on the data gathered for the present study
showed that children in the high socio-educational level used relatively
greater number of running words and a greater number of different words
than did the subjects in the other two socio-educational background
groups. All this seems to agree with findings of studies performed
with vocabulary of preschool English speaking children. "Several
investigators found that differences in size and nature of vocabulary
seemed to be directly related to differences in environment"
(Gonzalez de Guzman, 1972).

The level of oral comprehension proved significantly higher
for girls than for boys in the high scoio-educational background group
while the opposite happened in the low group. In this last one, boy's
reported higher means in oral comprehension than did the girls.
Another interesting detail to be mentioned is that no significant

interaction between level and sex was found in this study.

71

 

 

 

 

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onmo. <¢o<.m qqco.m me can Nu Hw>wq
adeq. ammo. mend.“ wm~ can NH cowuumHUuaH
Nona. wooo. «woo. mm was 0 sum m wmoam
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05mm. qmqo. memo. wmd was NA sowuumuouaH
ammo. coqm. eNHq. an was 9 ”am e wmoem
ommm. mqu.~ oesn.~ me new NH Ho>ma
mmoo. qu~.~ oom~.e mmH com Nu cowuosuoucH
mqmm. mwmm. oumm. mm was c xom m wmoam
mood. ~mcm.~ adam.m and was Nd Ho>oq
ammo. whom. o~om. mmd was NH aowuoouuucH
mean. mums. AHN~.~ ms was 0 xum N wmoem
ammo. oowc.m mmmc.n me can NH Hmpoa
«one. monm.~ momm.q me can NH cowuomuouoH
nowm. mooo. «000. mm was 0 xum H wmosm
sumo. mm~¢.m mmmq.m wmfi was NH Ho>mq
ouswwum>
away mama m m Madmuu>wca muwsom cmmz .w.v mo mouaom «anawum>

 

mmaomu ZHmaHB VMOHm OH Macaw
26mm ZOHH<HM<> mom MUZ<HM<> ho mHmMA<z< mH<HM<>HHADZ .

HHKN mam<a

 

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

Introduction

 

The controversy produced by the study of linguistic development
has been the main cause for the concern showed by educators in regard
to the growth in language that children exhibit in their early stages
of education. Theories resulting from that controversy emphasize the
important role that the effective use of language has on school achieve-
ment. Some of the studies reviewed (Rodriguez Bou, 1966) have reported
noticeable differences in the educational achievement of children
attending schools in different socioeconomic areas of Puerto Rico.
Furthermore, conclusions of studies done with English speaking children
reported that there are marked differences in size and nature of vocab-
ulary when the socioeconomic factor is considered.

The author undertook this project believing that when children
come to school they have established a language pattern of their own
and acquired a vocabulary that may be different from that of other
persons with whom they will be interacting while in the school situation.
In general, different purposes supported by different theoretical
assumptions have dictated both the methods and the tools used by the
researcher. The methodology, which is in some ways different from that
used in other studies performed with Spanish-speaking children, was
adopted in an attempt to collect samples of five-year-old spontaneous
conversations, and through them determine the following:

72

73

1. What were the words most frequently used by five-year-old
Guatemalan children.

2. What were the differences between the number of words used
by the children when grouped according to their sex and to
their socio—educational background.

3. What were the lexical differences in the speech of children
when grouped by socio—educational background.

4. What was the extent of oral comprehension of children in
each group when samples of speech production of subjects
belonging to other groups were read to them in the form of
an oral comprehension test.

It was assumed that the validity of any conclusion reached at
the end of the study depended upon having representative samplings of
each child's speech. Data were obtained from three minute portions of
spontaneous speech tape recordings elicited from 145 subjects. These
subjects ranged in age from four years eight months to five years four
months. The subjects for the study were selected from 16 kindergartens
located in different zones of Guatemala City.

Considering that vocabulary size may reveal not only extensity
in the number of words known but also the ability to make distinctions
between closely related words, the author planned this investigation
to be carried out in two phases. The first phase consisted of a study
of the words most frequently used by five-year—old Spanish-speaking
Guatemalan children. The second one was an attempt to determine the
extent of oral comprehension of selected parts of the speech produced

by some subjects in the population chosen.

74

Previous chapters described in detail the sampling procedures,
the methodology used, and the statistical analysis performed on the
data in order to accept or reject the hypotheses. The author recognizes
that the method adopted for collecting the verbal corpus has certain
limitations, internalized grammar may be evident but many aspects of
the language remain unclear. However, the method does provide a means
for compiling similar lists for eventual comparison with the frequencies
obtained in the speech production of other groups of speakers.

This chapter is organized as follows:

1. Major Results

2. Implications for Future Research

3. Conclusions

Major Results

Within the limitations of setting, population sampling and
methodology, the results of this study indicate the following:

1. Children grouped according to socio-educational background
levels differ in regard to the frequency of words used, although the
differences were not significant in all cases. While the differences
were derived from an overall comparison of ten factors, those contrib-
uting most to the differences found were: articles, verboids, and
verbs, for which the low group reported the lowest frequency of use.
There are certain words among the 300 most frequently recurring, that
were not used by at least one of the groups. The highest percent of

these not-used-words belongs to the low socio-educational background

group.

75

2. Children belonging to the high socio-educational background
group contributed with a relatively larger number of individual words
than the other two groups. Nouns, verbs, adjectives, and adverbs were
the factors where the differences were more evident. They constituted
the word categories which obtained the greatest number of individual
words used and the highest total frequency scores. However, the follow-
ing were the ten words which obtained the highest frequencies: y, se,
mi, que, la, a, de, no, un, me.

It could be said that these results substantiate Drever's
findings (1915-1916). He stated that "the expansion of a child's
environment always tends to increase nouns relative to other parts of
speech." The same author also noted that the direction of a child's
interest was best seen in the verbs appearing in his vocabulary and
that the use of adjectives presupposes a power of abstraction which
depends on the mental and maturational development of the child.
According to Drever, if the child grows in a stimulating environment
his mental and maturational development will be speeded and as a result
will acquire this power of abstraction at an earlier age.

3. Differences of preferred conversation themes were noted
among the three groups when the speech production sampled was classified
into categories. Even though, within this analysis no attempt was made
to mathematically control certain individual as well as environmental
variables, some tentative suggestions might be made. Children
from the high group mentioned pets, immediate family, and the engagement
in active play and travel situations more often than did children in

the other two groups whose interests seemed centered in activities

76

circumscribed to the home environment-—immediate family and toys. This
might suggest that the groups were not responding adequately to the
experiences they did have or that they indeed were having different
types of experiences. At any rate, the results seemed to agree with
those of Bean (1932) who reported that the increment in children's
vocabulary is almost always related with travel and other environmental
experiences.

4. Speech production of male and female subjects was similar
in most respects. No significant difference was found although girls
tended to use, in general, greater number of individual words and to
obtain higher means on frequency scores. An exception being the
category of adjectives where boys obtained a slightly higher mean.

It was interesting to note that girls in both the high and the
middle socio-educational background groups showed larger number of words
used than did the boys in the same groups while the opposite happened
with girls in the low group whose scores were lower than those of the
boys in the same group. These results reveal some agreement with the
results of two other investigations. In the first one, Smith (1935)
found that girls had acquired a few more words than the boys at two
and three years of age, but after this age there was no significant
difference. In the second one, Olson and Koetzle (1936) reported that
boys up to five years of age tended to speak less than girls.

5. Children grouped according to socio-educational background
groups differ in regard to oral comprehension of selected portions of
the subject's speech production. Total scores were higher for subjects
that constituted the high and the middle socio—educational groups, and

lower for subjects in the low socio-educational level.

77

6. It was interesting to notice the differences among the
various groups when the oral comprehension of individual stories was
explored. Female subjects belonging to the high socio-educational
group obtained higher means in the stories that belonged both to boys
and girls of the high and the low groups but obtained lower means than
did the boys in the story that represented the middle group male contri-
bution. Subjects in the middle group behaved differently. Girls
obtained higher means than boys only in stories that represented female
contributions in the high and in the low socio-educational background
groups. However, they scored lower than boys in the story that repre-
sented the production of a female subject in the middle group. Boys in
the low socio-educational group obtained consistently higher scores in
all the stories than did the girls in the same group.

These findings would seem consistent with the cultural patterns
found in Guatemala. Girls and boys in the upper socio-educational
background levels share most childhood experiences. They would probably
acquire similar vocabularies and develop also high comprehension of
speech due to this interaction. On the other hand, in the low socio-
educational groups girls are kept in the home to help in the house-
keeping chores while mother goes to attend business, and boys are able
to play outside the home, visit little neighbors, and participate in
outdoor activities. It would seem that they, the boys, are exposed
more often to the experience of listening to what others say and to make
others understand what they have to say. Thus, it was not surprising
that boys obtained higher oral comprehension scores than did the girls,

even though boys did not use more words than did the girls.

78

A11 what has been said so far, is in agreement with what
Gonzalez de Guzman (1972) found. Her results showed that socio-

educational background seems to be one factor that influences vocabulary

development.

Implications for Future Research

Little research has been conducted with language development
of Spanish speaking children. There is much to be investigated in this
area. Recommendations for future research appear below.

1. Further vocabulary studies, with other groups of five-
year-olds, should be planned to see if what was revealed by the
statistical analysis performed on the data gathered for the present one
happens again.

2. The preparation of comparable word lists for children at
different age levels would help in determining vocabulary change in
language development.

3. A follow-up study using other kinds of approaches with
the children who refused to participate in the present one would allow
meaningful assessment of their language development and could account
for the differences in behavior.

4. A replication of the present study with children in other
settings, for example, could prove interesting. Variables such as
proportional make up of the groups and general background should be
investigated.

5. Developmental studies need to be conducted to determine
the kinds of words which appear to be adequate reflections of the

subject's ability to think.

79

6. Finally, some consideration should be given to the most
practical method to be used in determining group differences in

relation to frequency of words in speech production.

Conclusions

 

The author of the present study cannot ignore the fact that
a mere collection of words used during a limitedtime may not permit
the child an opportunity to show his total knowledge of words. Even
more, that it may not show anything other than one particular word out
of several alternatives which the child happened to use at a given time.
It cannot be denied, however, that the use of spontaneous speech allowed
more freedom of choice and that children had no doubt in asserting
themselves. Both, the locquatious and the unexpressive child were
stimulated by the attentive attitude of other children.

In regard to socio-educational background, the findings of this
study lead one to conclude that the average of words used resulted
indicative of environmental influences acting upon language development.
Although quantities were too small to allow drawing definite conclusions,
the high socio-educational background group showed a higher average of
words known and higher frequencies of use. In relation to language
development variations resulting from sex differences, it can only be
said that the statistical analysis performed on the data obtained for
the present study did not reveal anything which could be considered
conclusive.

The gathering of data using the tape recording method proved
extremely effective. It served to motivate naturally the conversations

and later allowed the investigator to play the recordings over as

80

many times as necessary to insure accuracy in the transcription of the
speech production.

The investigator hopes that the lists prepared with the corpus
collected be of some use to teachers in understanding the language most
likely to be needed when communicating with their students. Further-
more, the lists are offered with the idea that as time goes on, a larger
sample using different groups of speakers be analyzed. Finally, it is
also hoped that the analysis of word frequency be used in the production
of the badly needed reading materials considering the faster rate that
the modern linguistic trends are implementing when introducing new
vocabulary. Teachers should specifically determine whether assistance
is being offered to their students in the acquisition of an adequate
and functional vocabulary, or school progress is being delayed by

using instructional methods and materials based upon a limited one.

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81

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APPENDICES

87

APPENDIX A

Population Included in the Study

88

89

 

 

 

:mmmom mmmwaa: mamsumm .m :mwawemm ummuwmm mg: mawaomm .w
:wa mcoEmm: mamsumm .n m>ovumo oaawummo Hmmmmm % ocmwum: owmmaoo .h
:mmfimuoz on .> nwuuoo memumz: cwuumh .o owns: mucmm oawm< .o
:Hmuumw: mawwu£mu: «Hogan: .m maomoa Hmwoowlo>wuu05cm vmwmwoom .m
:umsummH¢> oupmnfi<z mfimzumm .e oumuflwamumsc mmawm owwmaoo .q
:moumamcmwo uocoma: mausomu .m mHmeumsw ovum; .m
:mHmEmumoo ms mowamemm: mamoomm .N wuomwwucoz owwmaoo .N
:cwafiwso mommawwm Nag: wamzumm ._ mamemumso om osmowuoam owmvaou .fi

moeoum 0Hgmua .oz mOHUMm mH<>Hmm .oz

 

 

VQDHm MAB mom QHHHmH> maoomom

CASES SELECTED FROM PRIVATE SCHOOLS

90

.uwcuoE can umsumw :uon mo Ho>oH chowumoavm may ou wcwmuouum cowusnwuummo AHV

 

 

 

 

 

 

 

 

 

 

91

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mN mN N NH NH o q cH o mH
mN NN we N o m NH c o N N c o o oH N c c m
oH o m m o o N o o
0H m w o o c m N m o o o o c N o o o o
q q o m I I I H I I I I I I I I I I I I
N N o N I I I I I I I I I I I I I I I NumucmsmHu I IIIIIIIIII
m H N H I I I I N I I I I I I I I I I IIIIIIIIII I NuaucuEwHu
N H o I I I n H H I I I I I N I I I I NumucoEMHm I AnnucmE¢Hm
Nm H N c N N c H q
Nm HH HN H m o N e N H o N c o q H c N N
H o H I I I H I I I I I I I I I I I I INummcouum I IIIIIIIIII
o o o I I I I I I I I I I I I I I I I IIIIIIIIII I Numucouom
H o H I I I H I I I I I I I I I I I I Nusucoowm I NHMucmEmHm
m N c I I I m N I I I I I I m I I I I NumucwEmHm I Numvcoomw
NN o NH H I I N N N H e N I I H H I N N Numscouom I Humanouwm
NN c N H N N e m HH
NN w mH c o c N o H H H N o o q H a c N
o o e I I I I I I I I I I I I I I I I Nuwwum>wcp IINumucmame
c o o I I I I I I I I I I I I I I I I NumucmeHu I Nufimuo>wcn
o c c I I I I I I I I I I I I I I I I Nuwmum>wca I Nummoouom
oN q 0H I I I N I H H H N I I q I m H m Nuwvaouum I Nuwmuo>wca
N e m I I I I I I I I I I I I H H m N NuHmum>ch I Nuwmuw>ch
H¢Hoa m r m 2 m z m 2 m r m z m 2 h z m z unsuoz Monumm
mHuuoulnam m N o n c m N H Hm>mH m>HH<QDQMIoHUOm

 

Avauoomow MH<>Hmm 20mm nmfiomnmw mmmdu

Hl< mam<s

 

92

 

 

 

 

 

«HHSomsom .waH .umavcH NH .uam .>Hc= aoIoOIm :mmI.n HeoNHH .o
uwwaomaom mohama m .oom .>H:= oHIoHIe :cMI.m HnONHH .n
uuHsmmsom uuoanuu< oH .>wcp .>Hc: HNIHOIm :mQI.m HeoNHH .e
umHSumsom anammmcham m .uum .uwm oNINOIe :NeI.m NmONHN .m
ouwswmaom .uomsmg N .uum .>Hc: aoIoHIe :ooI.o HNONHH .N
omwsomso: umHEocu oH .>wc= .>Hc= OOIHHIQ :QOI.n NHONHH .H
nocuoz vacuum mGON nosuox nonuom owd wwwvuoumm .02 .oz
conmououm Ho>mH Hmcowumonvm .Q.H
oH muoN .NsImH mHHH> «H we Hmwm uHHmo
HNOmmmHzoz oHomHoo

onwammoo: noucwmm N .uom .>w:: wHImCIn :nmI.m HmHHHH .mH
mHNsmmsom .maH HH>Ho a .umm .>Ha: oNIcHIe :eOI.m HeHHHH .eH
mwwsmmso; umHHmHuumsvcH oH .omm .omm NOIoCIm :OOI.m NmHHHN .mH
uHHsmmaom umHHmHuumavcH «H .omm .owm oOIOOIn :omI.m HNHHHN .NH
«Hwammsom nuance: mH .oom .>H:: nNINOIm :mHI.m HHHHHH .HH
auw3mm=om .Q.z mH .oom .>Hcm NOImOIm :NHI.¢ HoHHHH .oH
Numumuumm cmsmmmcwmsm H .umm .umm mHImoIm :mmI.m NmoHHN .a
uuHammsom .n.: a .>Hc: .>Hc: mNIocnm :eHI.m HonHH .m
owwzmmaom .mcH .emno N .>w:: .>w:: oeImch :oHI.n NNoHHH .N

nonomoh amsmmmcwmsm m .>wca .>H:D oNIHOIm :NQI.m HooHHH .o
ommsmmsom umNsmH «H .>Hc= .>H=: oNImoIn :NeI.m NmoHHH .m
ouwsmmsom umHsocoom NH .uom .>Hcp nHIqOIm :mHI.m HeoHHH .q
oHstmao: “usamH HH .>H:= .>H:= moIOOIm =oNI.m NmoHHH .m

umnumme umHaocoum «H .umm .>Hcm oNIQOIm :mmI.m NNoHHH .N
ouHammao: umHHmHuumsecH mH .oum .umm NNImoIm :mNI.m HHoHHN .H
uunuoz nosumm mcom uwcuoz umsuwm ow< wcwvuooom .oz .02

cownmmmoum H0>~H Hmaowumuncm .Q.H

 

mHmaoumau .mm Houmom ovmuumn<
«Humawum swwuumm

<H¢2m8¢30 ma oz<UHmmz< OHUmHoo

93

 

 

 

 

 

ouHsumaom “unamuwouosm m .oum .omm «NINOIH :mNI.e NeoeHN .e
mmwsumso: omEmmmonsm «H .uwm .umm ONINOIq :omI.q NmoeHN .m
mmmaumsom Numcwumum> a .06m .>w:: mNIQCIm :HNI.m NNocHH .N
Hosanna umwucum HH .owm .>Hc: HNInOIn :onI.m NHoeHH .H
umxuoz Hosumm mcom umnuoz Hosumm uw< wcficuoomm .02 .oz
conmmHoum Hm>mH HmGOHumusvm .Q.H
H meoN .oNIoH mHHmo .mm
oumHH¢2mH<Dm <onm oHumHoo
mHHBomsom ucmucsouo< HH .EmHm .umm mHIHOIm :mHI.m HonHN .oH
mumsomso: amaze cocm H .EmHm .EmHm mHIHOIm :ONI.N HmomHm .m
mHHammsom .mcH .um< oH .umm .>wa: NNImOIm =HNI.m HwomHH .m
cmeosmmmcwmsm cosmmmowmsm NH .aon .omm NHImOIm :mmI.m HNONHN .N
mHHsmmzom umNBmH mH .umm .>Hca oCImOIm :HOI.m HoomHH .o
mmwaomao: cmEmmmchsm H .Eon .emHm mHImCIm :mml.m HmomHm .m
mHHBumso: umsome HH .umm .umm cHIHHIq :wHI.m qunHN .q
mHHSomso: .wcH HH>wc mH .umm .>Hc: NNImOIm :HqI.m HnomHH .m
mmwsmwao: .Eumm .amso NH .uum .>Hc: mHIOOIm :HmI.m HNomHH .N
owmaowaom umaumm oH .smHm .oum molNCIm :mmI.< HHomHN .H
nonuoz nonuum ocON nucuoz Hannah uw< Innmnwvuouum .oz .02
aowmmomoum Hm>mH anowumonvm .n.H

 

n maoN .NNINN .o>< .aoH
<H<zwaasu omoHH

94

 

 

 

 

 

 

mmwaumsom ochumuowcmm H .EmHm .uwm oNIHOIm :mHI.m NNHoHN .NH
ouflammaom unsucsoou< H .umm .uum onHHIq :mcI.m HHHoHN .HH
%HQUOHUNW HO$H>H0QDW 0 000% comm NuIOOlm =Ndlom NOHOHN 00d
cmaozmmocwwsm uouonvcoo o IIIII .EmHm ququm :NqI.m Hmoon .m
oHHsmmsom UHcmzumz c .amHm .uum mNIoOIm :mmI.m NmooHN .m
HumHo nomH>umaam H IIIII IIIII mHImOIm =NmI.m NNoch .N
mHszmsom nouusvcou w .EeHm .smHm NOIHHIq :mmI.m Nooch .o
umzomme >um¢wumum> w .owm .>ch mNIHHIq :NNI.m HmoeHH .m
Numumuomm Numumuumm H .omw .omm mcIooIm :mNI.m NcooHN .c
mHHwaso: oHcmnowz c .smHm .EmHm CCIHoIm :NmI.m Hmoon .m
mwwsmmso: uwamnowz c IIIII .EmHm NOIooIm :le.m HNoon .N
Numumuumm ucmucsouu< H .uwm .uwm aCIHCIm :NHI.m HHooHN .H
umLuoz uwzumm w: McLuoX umzumm ow¢ ucwvuooom .02 .oz
:onmmuoum Hm>mH Hmcowumosvm .Q.H
H mcom .qunH mHHmo .MN
HHH<2 <Hz<m oaHm<
mmwzmmso: ucmucaouu< m .owm .umm ONINOIm :qu.m HmcmHN .m
ucmucsooo< umxuoa muwmmo H .uem .umm HHIoHIe :wHI.m HwomHN .w
omwzmmao: umsummH H .omm .oom mNIqum :Hml.m HNomHN .N
Numuouumm Huaumm H .owm .umm wNImOIq :mNI.m HoomHN .o
mmwzwmao: ucmucsouo< N .omm .uom NNIHOIn :Nel.m HmomHN .m
Numuouumm .umH> .umz m .omm .umm moImch :mmI.m qumHN .e
Numumuumm oHHnnm Numuoz H .umm .>Hsp NOIQOIm :mNI.q HmomHH .m
umwaumso: unsucsouu< m .oom .uom mNINOIm :mmI.c NNomHN .N
nunouma ucmvsum o .uom .>Hc: NCImOIc :mNJhn NHomHH .H
nosuoz unnumm ocom umnuoz Hanumm «M4 mcwvuoumm .02 .oz
conmoHoum H0>MH Hmaowumuaum .Q.H

 

H noon .omlq .o>< NH

<AONOH A<HUOmlo>HH< Dam Q<QMHUOm

95

 

 

 

 

 

 

mmwSmmsom scuosmcou «H IIIII IIIII mOIoOIm :le.m NNomHm .N
acmucsooo< vommmmmo oH .EmHm IIIII NOIHOIm :NOI.¢ NoomHm .o
owwawmso: umzomme oH .omm .omm NOIHOIm :oel.n NmomHN .m
mmwammsom Hauosmcoo oH IIIII .SmHm mHIHOIm :OOI.m chmHm .e
mmwsmmsom mmmchsm oH .EmHm IIIII melmOIm :HOI.m Nmome .m
cmwuwuomwm Houoavcou oH I IIIII NOINoIm zmHI.m NNomHm .N
wwwswmsom HumHo «H IIIII IIIII «OIHOIm :qu.c NHome .H
umcuoz umnumm acON umcuo: umnumm mw< wdwvuoumm .oz .02
:onmowoum Hm>eH Hmcowumuavm .Q.H
Acmwoamucoo mHCOHouv oH «CON .mNIHN oHHmo mH
=<HHHHH<H .3353 5.. fimpumm
omwaomsom umcumma o .Eon .uum mHInoIm :qHI.¢ HNHNHN .NH
usHuoB .umsvcH nouosmcoo o .Eon .umm HHIOOIm :cHI.¢ HHHNHN .HH
mHHaamao: Numuwuumm c .umm .omm «NIHoIm =0mI.m HaHNHN .oH
omwzonaom Numuouumm o .umm .omm NoIoqu :HOI.m HmoNHN .m
wwmaomsom ucmw< mmawm o .omm IIIII «NINoIn :mHI.¢ HwoNHN .w
mmw3uwsom owawsouz o .omm .>ch oNImoIm :cml.m HNONHH .N
muwsmmsom uwcmcomz mH .uom .stw mNINCIm :NHI.m HoONHN .o
wHHsmmaoz Housmaumo c .amHm .amHm NoINCIm :HOI.q HmoNHm .m
umwsumsom oHcmHuwz o .EmHm .EmHm melooum :HHI.m HcoNHm .e
Numumuumm swammHmm c .oom .>H:= wHImoIm :HOI.e HmoNHH .m
UHHzmmsom uamw< mmHmm mH .stm .umm mOIoHIe :NOI.c HNoNHN .N
cmHuHusmmm Houoswaou c .cmHm .auHm mNInOIm =mmI.e HHoNHm .H
uosuoz umnuwm ocom Macao: umzumm mw< wcwvuouom .02 .oz
oowmmumoum H0>~H Hmcowuooavm .Q.H

 

measuooon «waoaoo .u>< .mH
<>onmmu OHAHHm<U Hm¢fi<m M oz<Hm<z OHUMHOU

CASES SELECTED FROM PUBLIC SCHOOLS

96

97

.umsuos was Manama nuon mo H0>~H Hmcowumusmo ecu cu wcwvuooua cowusnwuumHaNHv

 

H o

H

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

oN cN m H. NH NI,aH H NH I_ m HI, N H, m _
oN NN NNfiN 3 in N4m N _m :H is En i
on m m n m o H m c
on «H oH N N m N n q H N c o H N H o o
H o H I I I I I I I I I I I I I I I
o o o I I I I I I I I I I I I I I I NumuomEmHm
N o N I I H I I I H I I I I I I I I Numuooaoam
NN HH NH N N N N n q I N H I H N H I I NuwucoEon NumuaoauHm
mN H m N o m N H q
oN mH 0H 3 N H N m m H H c c N o H m H
o o o I I I I I I I I I I I I I I I humvcoomm
o c o I I I I I I I I I I I I I I I humwcooom
N c N I I I I I I I I N I I I I I I Numvooomm NumucmEMHm
N m N I I I N H N I H N I I I I I I NumuauauHm Numeaooam
NH N HH I N H I s m H I I I N I H N H Numucoomm Nuausoumm
HH c o c o H N m m
HH m c c o c c c c c o H H H N H N m
o o o I I I I I I I I I I I I I I I muwmum>wca NunacoamHm
o c o I I I I I I I I I I I I I I I NuuucwcmHm Nuwmum>wcs
H o H I I I I I I I I I I I I I I H Nuwmuo>wca Nuuvcoowm
o m m I I I I I I I I H H H H H H I Numucouom NuHmHo>Ha=
.H N N I I I I I I I I I I I H I H N 5335:: 5333a:
H<HCH m z m m z m z m z m z m 2 m z m z nonuoz Hannah
mHauoqusm m N o m c m N H Hm>mH m>HH¢o=nmIoH00m

 

 

 

AvaHoomow UHHmDm 20mm Guaomadm mum<o
Nld mHm<H

 

98

 

uamucsouod

 

 

 

 

penance N .umm .omm QOIHoIn :NNI.n HNONNN .N
«HHsomso: HomH>uma=m H .amHN .suHm NNIHOIm =N0I.e NooNNm .o
owwammsom neuosvcoo N .EQHm .smHm eoINOIm :HoI.m NmoNNm .m

cuwuwusmmm HoumuuwNGHEm¢ N .Eme .Eme Nelmolm :Ncl.q HQONNm .q

nonumma .o.z N .umm .>w:: oNImOIm :mml.m NNONNH .m

Hosanna naHUmmH N .>H:D .>wc: NOInOIn :NOI.n NNONNH .N
owwammso: nommuuw>w< H .omw .>ch mNIHOIm :ONI.m HHONNH .H

umnuoz umxuwm oc0N umcuo: umcumm uw¢ ucwvuoomm .02 .oz

cowmmmmoum Hm>mH Hmcowumusvm .Q.H
N m:0N .chH .o>< .mm
:mHmEmumsu mm mowanwmmm:
m0HD>mmm mo H<ZOHU<2 <Hm=omm
mmwaomsom cmEmmmowmsm m .omm .omm oHIHch :NOI.q HmoHNN .m
owwzmmso: umocsooc< owvmm mH .omm .umm HOI<OIm :oqI.m NmoHNN .w
Hosanna umuHHHz mH .uwm .umm NOInoIm =mNI.o NNoHNN .N
umcomoH , uohzmH mH .>wcs .>wc: mOINOIq :NHI.m HooHNH .o
.waH .eumsm .ucH .Eonu mH .>wcz .>wa: mHINOIq :wml.m HmoHNH .m
Numumuumm Numumuumm mH .omm .>Hc= NNIooIm :mHI.m NeoHNH .e
monumoy .wcH .uw< mH .>wc: .>Has HHIoHIH :NmI.m NmoHNH .m
Museums HonomoH mH .umm .omm aHIHHIq cwHI.m NNoHNN .N
umwwoaosukmm :memmcwmnm mH .>H:: .umm nNImOIm =Hml.¢ HHoHNH .H
umzuoz Mosumm unom umcuoz nozumm uw< Iwmwmuoomm .02 .oz
cowmmomoum Hm>mH Hmcowumuscm .Q.H

 

mH «:0N ..m>< NH N oHHmu .mm
zawHawau mommawwm ust
m0HD>mwm ma H<onu<z <Hm30mm

99

 

mmwsmmJOH

cmEmmHmm

 

 

 

 

oH .EmHm .umm manHIq :NNI.m HNHQNN .NH
uHHBmmoo: uomw>uwasm cH .umm .Eon «OIHOIm :qql.m HHH¢NN .HH
mHHzmmsom oHcmnumz oH .amHH .EmHm oHInOIm :HNI.m HoHeNm .oH
mHHammso: Heuusvcou «H .EmHu .EmHm HHIooIm :QOIHM Hmoqu .m
mHH3mmsom Heuuawcou :H .EmHN .EmHm mHINOIq :qml.q Hwoqu .m
mmwzmmsom u0uuswcoo oH .amHu .EmHu «HIooIm :NNI.m NNoqu .N
wHNSmmso: owcmguw: ¢H .umm .EoHu «NINCIe :oOI.q HooqNN .o
mNHzomzom scioame «H .amHu .oom HNINOIm :qnl.m NmoqNN .m
mmwswmscm ucuHcmh cH .amHN .oom oNIoHIq :NNI.m HechN .e
Numuwuuwm HmHHcmc m .omm .>H:; HNINoIm =NHI.N HmoeNH .m
mmwsmmso; Heuosccoo NH .EmHu .EmHm oquoIm :HHI.n NNoqu .N
mmwsmmso: NOHHmH oH .EmHu .Eon NCIHoIm :HOI.c HchNm .H
umsuoz uuxumm oCON segue: unnump mu< wckuoumm .02 ,.oz
COHmmmmoum Hc>oH choHumuauu .:.H
cH maoN .NOIm mHHau NH
:NwScmem> cuHmHHN:
mOHp>xwm mm H<ono<z <HunumH
meHu umHCHmH m .oom .oem NNImOIq :mml.m HmomNN .m
maNoHaam .Hs>u omNoHaLH .Ha>o H .omm .umm nHIHoIm =moI.e HHONNN .e
owuzz umcomea H .oom .>H:: NHINOIm :mHI.m HmomNH .m
mwwsmmaom Newcmmmmz N .Eme .EmHm mNIHOIm :NOI.m HNomNm .N
uwwswmaom umwucmm m .umm .>H:: «NIwOIq :eml.c NHONNH .H
Nosuoz umnusm maoN uoauoz uoaumm mud mdwuuouom .02 .oz
conmmHoum Hm>oH stowuwoswm .n.H

 

H «CON .molo oHHmu .mN

:mowuamcmHo uoaooH:
m0H=>mwm ma H<ono<z «Hwaomm

 

ucmumsooo<

 

 

100

 

 

umuuomwm m .uwm .omm nNIOCIm =00I.¢ HnHoNN .mH

owwzomoom noxmswocm m .smHm .amHm oNIHOIm :NeI.m HNHon .NH
ouwzomaom mmmcwwsm m .umm .omm «OINOIm :mml.n HHHcNN .HH
owwaomsom umucwum m .omm .EmHm mNIHOIm :mcl.q NoHoNN .oH
omwawmsos “cuoapcou m .SmHm .uom mOIOOIm :mOI.m NmoONN .m
owwswmoom umxmamozm m .Con .EmHm COINOIm :HOI.m Hwoon .n
umwsmmso: mmmcwmsm m .omm .umm ooIooIm :oHI.¢ HNooNN .N
oww3mmso: comma m .EmHm .BmHu mNIHcIn :wml.m Nooon .o
omwzmmoom neuoswcoc m .EmHm .EmHH NNIHOIm :mNI.o Hmoon .m
euwsomaoz cmaoowHoN m .EmHm .EmHm OOIHCIm :GOI.o Neoon .q
omwsmmoo: Numumuuom m .EmHm .omm NHINOIm :NmI.m HmooNN .m
muwsmmso: Noumuumwnwav< n .omm .umm mHINCIm :ool.o HNooNN .N
mHszmso: Ncmumuumm m .Sch .umm mcIHoIn :wmI.q NHcoNN .H

umcuoz umxpmm QCCN Hm5uoz meunm ow< ucwmuoomm .oz .02

cowwmwwoufl H0>0A HQGOMUOOHHGN oQoH
m acoN .HNINN mHHmu NN
:mmHmuoz mm .> uwuuoc mHHmumz cwnumh:
mCHz>mmA up H<onu<m <Hmsumm

mwwswwoo: Noumuoumc H .EmHm .uom oNImOIq :NCI.n NonNN 3H
ucmucsooo¢ ownsuma owmmm H .uom .omm HOIHoIm :OOI.q NmonNm .m
uwwswmso: cmemuwHom H .Eon .EmHu NHIocIm :mHI.m NwomNm .m
omwsomso: cmdwmocmmsm o IIIII .SmHz OOImCIm :ocl.m HNomNm .N
mmwsomso: cmamwwcwmsm H .EMHN .Eon cHImOIm :mHI.m NoonNm .c
owwsomsom neuoswcou H .Eme .EmHm mHINOIm :mHIHN NmomNm .n
owwzomso: uwccome onmz H .umm .omm QOIooIq :HHI.¢ NeonNN .e
wmwzmmso: umxuos .umsncH H .umm .umm NOIHOIm :«qI.n NmomNN .m
«HHammsom .uNmHmHoHema H .aon .umm NOIHHIH :emI.m NNomNN .N
Numumuuwm caHochuwH H .umm .umm NNINOIH ImmNI.m HHomNN .H

yoguoz nonumm mcoN umauo: umnumm mad Immacuooom .oz .02

sawmmmmoum Hm>oH Hmcowumoamm .n.H

 

H 80N .NeIoH mHHS «H
=HmHHmHz «HaHHHmo=
mOHasme Na H<ono<z <Hm=umm

101

 

 

:mcl.¢

 

 

 

 

umxmsmmmun umnumm o .EmHm .amHm ooINOIm NoowNm .o

ouwammsom Neuoamcou o .amHm .aon «HIHOIm :oNI.m HmowNm .m

uuxmsmmuun Numuwuoom o .uom .oom oHINOIn :oml.m HeowNN .q

omwammsom umxmm w IIIII I «NIQOIm :mml.m HmowNm .m

wwwzomnom nouuovcoo o HauHm .ame mHINCIm :qcl.m NNomNm .N

amazowsom nomw>uocsm m .fion .amHm mOINOIm :wml.c HHomNm .H
umcuoz uwcumm mCON umguoz umcumm mw< Ilwdwmuoomm .02 .oz

cOmewHoum Hm>mH Hmcowumosmm .:.H
c «coN .NCImH..w>< HH
:uowom mwmeD:
mOH=>me an H<ono<z <Hmaomm

ouwsmmao: commz H .EuHm .EmHm mHIHqu =oHI.q HmoNNm .w

omw3mm=om comma m .amHm .aon mHIoOIm :mOI.m HNONNm .N

omwzwmso: Houusvcoo .m .Ewam .Eon mcloolm :HOI.q NoONNm .o

Numumuuwm ummmmmmo H .omm .oom mcIHOIm :ool.m NmONNN .m

HumHo venomous m .EmHm .EQHm HHIHoIn :qNI.m NHONNN .q

muwsomso: .num: .umswcH m .uwm .uom HNIqun :oql.q NMONNN .m

umwzomso: poww>umaam H IIIII .EmHm mHIqum :mNI.q HNONNN .N

amusz .x=< uogowmh H .umm .oom oHIoHIc :cOI.m HHONNN .H
umsuor nocumm ucON umzuoz nucumm ow< .wwwvuouom .02 .oz

commmmuoum Hw>mH Hoaowumusmm .Q.H

 

H m:0N .Hmlm usuHm .m><

. :30 2383?
mCHD>MMm ma H<ZOHD¢Z <Ambomm

APPENDIX B

Selected Protocols
In addition to questioning techniques, the
reader may observe the identification number assigned,
the portions--exceeding three minutes--that were
deleted, and the classification of each word
according to the grammatical code explained in

Chapter III.

102

APPENDIX B

CONVERSATION SAMPLES

Tape 11 - Side One

Gro Fo r - #5 20 5
ring? 35123.. < ) 2 1 1 o1 1 1J

 

 

 

 

 

 

 

 

 

2 8 6 2 3 1 l 8 6 2
Fijese que yo tenia un perro... Doberman... y lo... apufialaron,
8 2 3
pero compramos otro.

11

(Ah, si?)
8 3 7 3 1 8 6 2 5 l 6 2
A todo dar, cada vez que... se entraban los ladrones, se brin-
8 6 2 5 1 8 5 1 2 8 l
caba... y se asustaba e1 1adr6n... y el ladr6n huia del Dober-
8 6 8 6 2 1 2 4 3 8 3 6
man de 51... y se llamaha Rayo. Era tan rapido que nadie lo
2 7 4 4 2 1 8 l 8 4 4
podia ver... 3610 si tienen ojos de figuila... porque si no,

4 2 3 l 8 4 2 8 4 2 8 2 7
8610 miran un rayito que no es... que talvez dicen que es inven-
8 3 1 4 8 2 4 3 6 2
tado... pero ese Rayo si que era bien veloz... lo apufialaron...

6 2 3 8 6 2 l 6 2 8
se entr6 otra pero yo tenia pistola... 1e dispar6... pero com-
2 3 8 2 4 8 2 3 8 3 1 8
--#Ipramos este que tenemos ahora quekes uno de una clase... que
2 8 3 l 6 2 1 8 2 3
--) tiene... que este... Samojev... se llama Sacha y tenemos otra
8 6 2 1 2 4 3 8 3 1 6 2
-—)'que se llama Nina... es tan chiquit.. que cada vez me muerde
8 9 8 2 4 3 4 4 4
-—’y... Auuuchl... pero muerde duro... eso si. Ya no.

lllllll

 

(Vamos a ver, quién cuida de Sacha?)

103

 

104

3
q TOdOS o

(Quiénes son todos?)
3 3 1
-—p Toda mi familia.

(Dime, quién es toda tu familia?)
9 3 4 2 3
—9 Ay... Eso ya es todo.

(Nos vas a contar algo mas?) (Yo conozco a Lucrecia y

Cecilia.)
4 6 2 8 3 1
H.) Si. Ellas son de mi familia...

(Son las mas grandes?)
4 4 4 2 8 5 4 3 2 3 3

3 8 3 l 8 6 2 9 2 8 3

u—QI Si. No, no son de los mas grandes. Tengc uno enorme... es tan
a

panzudo que cada vez que me pega, Ayyyl... Llamo a mi mama.

2 4

1

 

 

(Cfimo se llama El?)

- Carlos.
(Carlos?)

- Arimany.

Tape V - Side One

 

 

Time: 3'-27"

 

 

Gr 0 e - #5 147 ‘ ‘ ‘
<> up]. .T.

(C6mo te llamas?)

- Doris Ileana.

(Doris Ileana ué nos vas a contar t6?)
9 q

 

 

8 6 2 3 l 8 3 1 6 2 8

4

-—9 Que yo tengo un oso que mi madrina me... rega16... y... enton—

3 l 8 4 4 4 6 6 2 7 8 6

2

-9 ces mi mama, y... no si no me lo dejan sacar porque... me pegan.

 

 

105

(Qué pasa con el perro?)

4 6 2 1 8 8 3 1 4 6 2 8 6 6
No, se llama Oso... pues que mi mama no lo quiere que yo lo
2 8 4 8 6 2 E3 6 2

saque porque... sf, porque lo ensucio... y me pega.

(Cuéntanos mas.)

9
Ah?
(Cuéntanos mas.)
8 3 3 l 8 6 2 l 8 3 8 6
Y... un mi hermano que se llama Oscar... Y otro que se
2 l 8 3 8 6 2 1 8 3 1 6 2
llama Otto y otro que se llama Edwin. Y mi papa se llama

l 8 3 1 6 2 1 1 6 6 2 1
Domitilo y mi mama se llama dona Hortensia. Yo me llama Doris
l
Ileana

(Que hacen todos alli?)
2 3 1 2 8 2 8 7 8 2 8 7 8

Juegan. Mi hermano juega y va a trabajar y viene a almorzar y
6 2
se va.

(Sabes d6nde trabaja tu papa?)
4 8 8 l l 8 6 2 l 8 3 1
Si. Y... de galletas Lido. Y... 1e trae galletas a mi mama...
8 6
para nosotros.

(Qué rico! Te gustan 1as galletas?)
4
SI.

(Cuéntanos algo mas pues.)
8 2 1
Y tengo abuelitos.

(Tu tienes o no tienes?)
3 1 8 3 3 l 4 3 1 2
Una, abuelita y un mi abuelito. 8610 mi... abuelita viene.
4 2 4 4 4 2
Antes venia... Ahora ya no viene.

(Por qué?)
4 2
No sé.

(Qué mas nos vas a contar?)

 

 

106

6 2 8 3 3 l 8 2 8 2 3
H—H. Yo juega con unos mia trusts. que fijese que son rojos...

(No me digas!)
8 2 8 6 8 3 1 6 2 4 1 2
-——9 Y'juego con ellos... y mi mama me trajo mas trastes... tengo

.__9 baatantes.

 

(Qué mas?)

- Ya no.

Tape VII - Side Two
Group One - #12 (287)
Time: 4'-58"

 

 

 

 

 

 

2 2 6 O l 1 2

 

 

(C6mo te llamas?)

Claudines Corina Ciceres.

(Bien, Claudines Corina, que nos vas a center?)

Un cuento... un cuento.

(A ver, cuéntanos un cuento.) (QUE nos vas a center?)
(Cuéntanos algo pues Claudines.) (Cuéntanos e1 cuento
pues.) (Que cuento nos vas a contar?)'

- Bueno... e1 del lobo.

(A ver, del lobo. A ver, cuéntanos pues.)

 

 

2 8 3 l 2 3 l 8 4 3 1
.HH; Fijese que una vez, habia un cochinito y... 3610 un cochinito
8 6 2 3 8 3 l 4 4 2 4 8
.H., y se qued6 triste porque su mama todavia no llegaba alli... y
4 6 2 5 l 7 8 3 1 8 l 8
.__, después se fue el lobo caminando a su casa del cochinito. Y
8 2 5 l 8 5 1 2 8 2 6 2 5 l
HHH, cuando lleg6 el lobo a la casa, toc5 y dijo "Yo soy la mamfi",
2 2 4 8 6 2 5 l 2 5 1

.__9 fijese, dijo. "No porque tfi eres e1 lobo", dijo el cochinito.

 

 

 

107

8 4 8 6 2 5 1 8 6 2 1
Y después cuando se... cort6 1as canillas y se volvio mama
8 6 8 l 8 4 2 7 5 1 8
de ella... del cochinito y después... fue caminando e1 lobo y
6 2 5 l 8 8 8 2 8 j 2 5 1
se cort6 1as pecas para que... y dijo... "Quién es," el cochinito,
8 4 2 6 3 1 2 6 2 5 1 2
y después "Soy yo... tu mama," dijo... "T6 eres e1 lobo" dijo
5 1 ; 8 4 8 2 4 8 2 5
e1 cochinito. Y después... con... dijo... "No porque tienes 1a
1 4 3 2 5 1 8 4 6 2 8 7
nariz tan grande," dijo el cochinito. Y después se fue a cortar
5 1 8 5 1 8 2 3 l 8 2 8 9
la nariz y la boca. Cuando aparecié su mama y toc5, y este...
2 2 6 6 1 2 8 6 2 8 5 1 4
dijo "Soy yo, tu mama," abri6 y se escondi6 en el reloj mas
3 4 3 8 4 9 8 2 5 1
chiquito. S610 eso... Y también, este, cuando 11eg6 e1 lobo...
6 2 7 6 2 8 2 5 l 4 3
lo queria atrapar se dijo... "C6mo es el reloj tan grande,"
2 8 4 6 2 8 6 5 1 6 2
dijo. Y después 1e dijo a 61... e1 cochinito... se escondi6
4 8 5 1 8 9 8 5 1 2 4 8 5
debajo de la cama... y, este... y el lobo busc6 debajo de la
1 6 2 8 6 6 2 8 4 2 5 1
cama. Lo encontr6 y se lo comi6... y cuando 11eg6 1a mama
2 3 1 8 6 3 6 6 2 5 l 8
habian tres cochinitos y 61... uno se lo trago e1 lobo... y
5 3 1 2 4 8 5 1 3 8
103... tres cochinitos buscaron debajo de la cama todos... y
4 2 5 4 3 8 4 9 2 5 1
no estaba e1 mas chiquito... y después, este, dijo el cochinito...
3 1 2 5 1 8 9 8 2 5 3
tres... cochinitos... toc6 la mama, y este, y era 1a verdadera
8 8 2 4 6 2 3 1 6 2
como... y dijo... ya me naci6... tres cochinitos 1e dijo...
5 3 l ‘
el otro cochinito como se lo habia comido e1 lobo, este aparec16

 

 

 

de encima de la boca, e1 mas chiquito y se sac6 y este debajo

de la cola... se la cort6, y este, y se la llev6 a... la mama.

Ya.

 

APPENDIX C

Lists of Words

 

108

LIST A

Ordered lay Frequency o_f_ Use

All words_used by at least five speakers. It includes 350
word entries presented by rank order of frequency in each socio-
educational group and as a whole, the part (or parts) of speech in
which it occurred, and the mean frequency of occurrence. The rate
of occurrence of a word was determined separately for each speaker
and then averaged over the speakers to yield the mean frequency of

occurrence 0

The grammatical codes appearing in column three are presented

 

 

helm.
Code Class Code Class
1 Nouns 6 Pronouns
2 Verbs 7 Verboids
3 Adjectives 8 Relators
4 Adverbs 9 Interjections
5 Articles

109

APPENDIX C

LIST A - ORDERED BY FREQUENCY OF USE

 

 

 

TOTAL GROUP HIGH MIDDLE LOW

No. Word Type Freq. Mean Freq. Mean Freq. Mean Freq. Mean

1. Y 8 1357 9.62 319 8.39 643 10.90 395 8.98
2. Se 6 683 4.99 176 4.89 334 5.95 173 4.12

3. Mi 3 636 4.60 164 4.32 283 4.96 189 4.50
4. Que 8 594 5.04 187 5.84 278 5.05 129 4.30
5. La 5,6 564 3.40 158 4.94 238 3.90 168 4.42
6. A 8 558 4.54 163 4.89 238 4.67 157 4.24
7. De 8,9 423 3.56 101 3.26 175 3.50 147 3.86
8. No 4 383 3.17 119 3.60 178 3.63 86 2.26
9. Un 3 365 3.35 104 3.35 149 3.31 112 3.50
10. Me 6 311 2.90 108 4.16 121 3.08 82 2.93
11. Entonces 4 300 4.69 94 4.70 142 5.25 64 3.76
12. El 5 286 2.62 93 3.10 148 3.17 45 1.66
13. Una 3 276 2.49 74 2.40 126 2.74 76 2.37
14. En' 8 275 2.75 88 2.84 116 2.90 71 3.09
15. Yo 6 266 2.60 78 2.36 124 3.07 64 2.56
16. Le 6 262 2.75 76 3.04 126 2.74 60 2. 61
17. Si* 4 225 2.26 48 2.00 104 2.44 73 2. 28
18. Mama* 1 211 2.31 52 2.00 103 2.86 56 l. 93
19. Con 8 209 2.25 46 2.09 91 2.28 72 2. 40
20. Los 5,6 203 1.99 53 2.30 84 2.00 ' 66 2. 60
21. A11i* 4 181 2.83 47 2.47 61 2.18 73 4. 29
22. Lo 6 177 2.42 58 2.64 70 2.19 49 2. 45
23. Es 2 172 2.15 57 2.33 89 2.40 26 1. 73
24. Cuando 8 171 2.34 47 2.14 95 3.06 29 2. 23
25. Pero 8 164 2.52 52 2.43 89 2.97 23 1. 64
26. Tengo 2 163 2.14 39 1.65 74 2.55 50 2.17
27. Ya 4 159 1.89 56 2.16 63 1.97 40 1.74
28. Porque 8 151 1.86 47 1.88 70 1.89 34 1.79
29. Papa* 1 151 1.99 45 2.05 66 2.28 40 1.60
30. Llama 2 145 2.23 23 1.64 74 2.64 48 2.09
31. Tambie*n 4 141 2.01 50 2.78 54 1.74 37 1.85
32. So*1o 4 130 1.67 26 1.44 55 1.72 49 1.75
33. A1 8 105 1.67 35 1.59 41 1.58 29 2.07
34. Despue*s 4 103 2.78 18 1.80 39 2.60 46 4.60

(Continues)

 

110

 

111

LIST A (cont'd.)

 

 

 

TOTAL GROUP HIGH LIDDLE LOW
No. . Word Type Freq. Mean Freq. Mean Freq. Mean Freq. Mean
35. Como 8 100 2.08 28 2.55 44 2.09 28 2.00
36. Ella 6 99 1.94 27 2.45 37 1.68 35 2.18
37. Las 5,6 97 1.62 30 1.76 41 1.71 26 1.53
38. Tiene 2 93 2.11 32 2.29 49 2.13 2 1.71
39. Nos 6 91 2.17 25 2.27 25 1.56 41 3.15
40. E*l 6 89 1.65 26 1.53 38 1.73 25 1.79
41. Casa 1 87 1.58 24 1.60 40 1.67 23 1.44
42. Eh 9 84 1.87 25 1.67 33 1.83 26 2.36
43. E30 3 83 1.40 19 1.29 32 1.45 32 1.68
44. Estaba 2 8 1.81 24 1.71 34 2.00 22 1.19
45. D08 3 77 1.54 17 1.42 37 1.95 23 1.35
46. Para 2,8 77 1.60 26 1.86 39 1.50 21 1.62
47. Uno 3 76 1.49 19 1.36 40 1.60 17 1.42
48. Ma*s 4 71 1.42 28 1.56 29 1.45 14 1.17
49. Fi*jese 2 69 2.03 2] 2.10 29 2.07 19 1.90
50. Teni*a 2 67 1.8L 21 1.75 26 2.17 20 1.67
51. Fue 2 66 1.61 36 1.71 23 1.64 7 1.17
52. Otro 3,1 65 1.38 22 1.3) 23 1.00 20 1.00
53. Nosotros 6 64 1.85 11 1.67 34 2,12 19 1.58
54. Dijo 2 63 3.50 21 3.00 39 4.88 3 1.00
55. Va 2 62 1.44 8 1.00 32 1.78 22 1.29
56. Hermana 1 61 1.85 23 1.64 20 1.82 18 2.25
57. Esta* 2 58 1.41 24 1.71 24 1.26 10 1.25
58. Otra 3 55 1.31 15 1.36 26 1.37 14 1.17
59. Rate 3,9 55 1.77 4 1.33 28 2.80 23 2.44
60. Asi* 4 54 1.59 20 1.43 21 1.75 13 1.62
61. Comida 1 53 1.51 5 1.25 16 1.33 32 1.68
62. For 8 53 1.61 22 1.69 19 1.74 12 1.33
63. Bra 2 53 1.66 23 1.92 22 1.69 8 1.33
64. Nada 4 50 1.35 17 1.45 17 1.45 16 1.25
65. Juego 1,2 50 1.56 2 1.00 21 1.40 27 2.08
66. Fuimos 2 48 1.92 11 1.22 18 1.89 19 3.17
67. Hace 2 47 1.42 5 1.67 23 1.28 19 1.58
68. Mis 3 47 1.47 6 1.00 24 1.71 17 1.42
69. Vez 1 47 1.88 18 1.64 20 2.50 9 1.50
70. Hermano 1 46 1.64 13 1.64 20 1.82 8 1.33
71. Hermanita 1 45 1.55 15 1.88 12 1.33 18 1.50~
72. Di*a 1 44 2.00 19 2.11 13 2.17 12 1.71
73. Se* 2 43 1.30 9 1.12 18 1.64 16 1.33
74. Perro 1 43 1.59 12 1.50 27 1.69 4 1.00
75. Su 3 41 1.58 12 1.70 17 1.41 12 2.00
76. Habi*a 7 41 1.71 9 1.80 11 1.10 21 2.33
77. Todo 3 40 1.29 15 1.36 14 1.17 11 1.37
78. Unos 3 40 1.2 9 1.29 17 1.31 14 1.27

 

 

(Continues)

112

LIST A (Cont'd.)

 

 

 

TOTAL GROUP HIGH MIDDLE LOW
No. Word Type Freq. Mean Freq. Mean Freq. Mean Freq. Mean
79. A11a* 4 39 1.32 11 1.22 14 1.08 14 2.00
80. Escuela 1 38 1.31 6 1.50 15 1.15 17 1.42
81. Bien 4 38 1.46 5 1.25 11 1.57 22 1.47
82. Tenemos 2 37 1.85 7 1.00 23 2.56 7 1.75
83. Grande 3 35 1.35 7 1.00 18 1.64 10 1.25
84. Hermanita 1 34 1.36 7 1.75 15 1.25 12 1.33
85. Siempre 4 34 1.70 17 2.43 10 1.25 7 1.40
86. Aqui* 4 33 1.37 9 1.13 10 1.11 14 2.33
87. Ah 9 33 1.43 10 1.67 13 1.86 10 1.00
88. Iba 2 33 1.65 16 1.78 9 1.29 8 2.00
89. Veces l 33 1.83 11 1.57 13 2.17 9 1.80
90. Todos 3 32 1.14 8 1.00 12 1.00 12 1.50
91. Van 2 32 1.52 11 ' 1.38 13 1.44 8 2.00
92. A+os 1 31 1.94 13 1.63 16 2.67 2 1.00
93. Donde 8 30 1.03 10 1.00 15 1.25 5 1.00
94. E1108 6 30 1.30 11 1.57 8 1.00 11 1.37
95. Les 6 30 1.67 14 2.33 12 1.50 4 1.00
96. Hasta 8 29 1.04 15 1.87 9 1.60 5 1.00
97. Murio* 2 28 2.15 6 2.00 16 2.29 6 1.50
98. Son 2 27 1.03 4 1.00 16 1.25 7 1.00
99. Juguetes 1 27 1.35 5 1.25 11 1.83 11 1.37
100. Del 8 26 1.19 8 1.33 16 1.23 2 1.00
101. Perrito 1 26 1.30 11 1.38 S 1.14 7 1.40
102. Trabaja 2 26 1.30 4 1.33 16 1.45 6 1.20
103. Trabajar 7 26 1.30 4 1.00 13 1.62 9 1.12
104. Co*mo 4 26 1.37 9 1.80 8 1.14 9 1.50
105. Jugar 7 26 1.37 6 1.25 12 1.33 8 1.60
106. Verdad 1,9 26 1.44 4 1.33 12 2.00 10 1.25
107. Viene 2 26 1.53 5 1.25 6 2.00 15 1.50
108. Carro 1 26 1.73 7 1.75 15 1.88 4 1.00
109. Abuelita 1 26 1.73 5 1.67 11 1.83 10 1.67
110. Mi* 6 24 1.20 9 1.80 5 1.25 10 2.00
111. Chiquita 3 24 1.26 1 1.00 18 1.45 5 1.00
112. Si 8 24 1.33 8 2.00 15 1.50 1 1.00
113. Ahora 4 24 1.41 4 1.33 8 1.14 12 1.71
114. Que* 4 24 1.41 14 2.33 2 1.00 8 1.00
115. Jugamos 2 24 1.60 6 1.50 6 1.50 12 1.71
116. Quiere 2 24 1.71 3 1.00 15 2.14 6 1.50
117. Dice 2 24 1.85 7 3.50 10 1.43 7 1.75
118. Juegan 2 23 1.21 2 1.00 10 1.43 11 1.10
119. Da 2 23 1.44 4 2.00 16 1.45 3 1.00
120. Pone 2 23 1.44 2 l.“0 14 1.49 7 1.75
121. Jugando 7 2 1.53 8 1.60 18 1.33 7 1.75
122. Agua 1 22 1.57 3 1.50 13 1.62 6 1.50

 

(Lontinues)

 

113

LIST A (Cont'd.)

 

 

 

TOTAL GROUP HIGH EIDULE LOW
No. Word Type Freq. Mean Freq. Mean Freq. Mean Freq. Mean
123. It 7 21 1.17 8 1.14 7 1.40 6 1.00
124. Juega 2 21 1.31 4 1.33 7 1.17 10 1.43
125. Compro* 2 21 1.50 1 1.00 4 1.33 16 1.60
126. Hermanos 1 21 1.50 5 1.25 8 1.60 8 1.60
127. Gate 1 21 2.62 3 1.50 6 2.00 12 4.00
128. Carne 1 20 1.33 4 1.33 10 1.43 6 1.20
129. ‘Mucho 3,4 20 1.33 7 2.33 9 1.50 4 1.33
130. Trastos 1 20 1.43 2 2.00 8 2.66 10 1.43
131. Trajo 2 20 1.54 7 1.75 . 7 1.40 6 1.50
132. Pelota 1 19 1.73 2 1.00 13 1.86 4 2.00
133. Perros 1 19 1.73 4 1.33 11 2.20 4 1.33
134. Comer 7 18 1.12 6 1.50 11 1.00 1 1.00
135. Muy 4 18 1.20 8 1.00 8 1.60 2 1.00
136. Conmigo 8 18 1.20 3 1.00 8 1.14 7 1.40
137. Cuento 1,2 18 1.28 2 1.00 7 1.17 9 1.80
138. Ese 3 18 1.28 8 1.60 5 1.25 8 2.00
139. Muchacha 1 18 1.38 6 1.20 11 1.57 1 1.00
140. Unas 3 17 1.13 7 1.17 8 1.14 2 1.00
141. Esta*n 2 17 1.21 6 1.50 4 1.00 7 1.17
142. Ti*a 1 17 1.21 2 1.00 ‘10 1.43 5 1.00
143. Hm,m 9 17 1.30 8 1.40 6 1.00 3 1.50
144. Leche 1 17 1.31 2 1.00 8 1.14 7 1.75
145. Page 2 17 1.31 3 1.50 5 1.00 9 1.50
146. Cosa 1 17 1.42 2 1.00 6 1.50 9 1.50
147. Gusta 2 17 1.55 8 2.00 9 1.29 -- ---
148. Ay 9 17 1.89 14 2.33 3 1.00 - --
149. Trabaja 1 16 1.23 5 1.25 9 1.29 2 1.00
150. Voy 2 16 1.23 4 1.00 8 1.60 4 1.00
151. Estaban 2 16 1.33 4 1.00 4 1.00 8 2.00
152. Tree 3 16 1.33 3 1.00 9 1.80 4 1.00
153. Estfibamos 2 16 1.45 4 1.00 10 1.67 2 2.00
154. Fui 2 16 2.00 7 1.75 6 2.00 3 3.00
155. Come 2 16 3.20 1 1.00 14 4.67 1 1.00
156. Cases 1 15 1.00 3 1.00 8 1.00 4 1.00
157. Mu+eca 1 15 1.07 -— -- 7 1.00 8 1.14
158. Noche 1 15 1.07 6 1.00 7 1.17 2 1.00
159. Tienen 2 15 1.07 3 1.33 9 1.00 3 1.50
160. Colegio 1 15 1.25 9 1.50 5 1.00 1 1.00
161. Hay 7 15 1.25 6 2.00 8 2.00 1 1.00
162. Teni*amos 2 15 1.36 3 1.00 _ 10 1.43 2 2.00
163. Llevo* 2 15 1.50 10 1.43 1 1.00 4 2.00
164. Hospital 1 15 1.67 2 1.00 6 1.50 7 2.33
165. Calle 1 14 1.17 5 1.25 2 1.00 7 1.17
166. Duerme 2 14 1.17 3 1.50 3 1.50 8 1.00

 

(Continues)

 

114

LIST A (cont'd.)

 

 

 

TOTAL GROUP HIGH MIDDLE LOW

No. WOrd Type Freq. Mean Freq. Mean Freq. Mean Freq. Mean
167. Cama 1 14 1.17 3 1.00 7 1.75 4 1.33
168. Dije 2 14 1.55 2 2.00 11 1.83 1 1.00
169. Pues 8,9 14 1.55 5 2.50 7 1.75 2 1.00
170. Muerde 2 14 1.75 2 2.00 11 1.83 1 1.00
171. Grandes 3 13 1.00 2 1.00 3 1.00 8 1.00
172. Hermanitos 1 13 1.18 2 1.00 8 1.14 3 1.50
173. Carritos 1 13 1.30 4 1.00 6 1.50 3 1.50
174. Comprar 7 13 1.30 1 1.00 4 1.00 8 1.60
175. Bicicleta 1 13 1.44 9 1.50 2 1.00 2 2.00
176. Cada 3 13 1.44 7 1.17 6 2.00 - ---
177. Cayo* 2 13 1.44 2 1.00 7 1.75 4 1.33
178. Cinco 3 13 1.44 9 1.50 2 2.00 2 1.00
179. Traer 7 13 1.44 1 1.00 7 1.75 5 1.25
180. Center 7 12 1.00 3 1.00 5 1.00 4 1.00
181. Hacen 2 12 1.00 2 1.00 2 1.00 8 1.00
182. Queri*a 2 12 1.09 3 1.00 9 1.12 -- --
183. Algo l 12 1.20 3 1.00 4 1.33 5 1.25
184. Amigo l 12 1.20 5 1.25 6 1.20 1 1.00
185. Carros 1 12 1.33 2 2.00 6 1.50 4 1.00
186. Corriendo 7 12 1.33 9 1.50 3 1.00 -- ---
187. None 1 12 1.50 2 1.00 7 2.33 3 1.00
188. Deja 2 12 1.71 1 1.00 10 2.00 1 1.00
189. Sabe 2 12 1.71 5 1.66 5 2.50 2 1.00
190. Bus 1 12 2.00 10 2.50 2 1.00 -- --
191. Fueron 2 12 2.00 3 1.50 2 2.00 7 2.33
192. Veni*a 2 12 2.00 4 2.00 7 2.33 1 1.00
193. Antes 4 11 1.00 6 1.00 1 1.00 4 1.00
194. Chiquita 1,3 11 1.00 1 1.00 6 1.00 4 1.00
195. Estoy 2 11 1.00 2 1.00 6 1.00 3 1.00
196. Llorar 7 11 1.00 4 1.00 3 1.00 4 1.00
197. Queda 2 11 1.10 2 1.00 5 1.00 4 1.33
198. Ver 7 11 1.10 2 1.00 5 1.00 4 1.33
199. Mari*a 1 11 1.22 6 1.22 5 1.25 -— --
200. Sus 3 11 1.22 3 1.00 3 1.00 5 1.67
201. Ba+a 2 11 1.37 1 1.00 5 1.25 5 1.67
202. Regalo* 2 11 1.37 2 1.00 5 1.67 4 1.33
203. Salir 7 11 1.37 1 1.00 8 1.33 2 2.00
204. Se+or 1 11 1.37 2 1.00 6 1.20 3 3.00
205. Vamos 2 11 1.37 6 2.00 4 1.00 1 1.00
206. Day 2 11 1.57 -- --- 7 1.40 4 2.00
207. Lado 1 11 1.57 4 2.00 2 1.00 5 1.67
208. 'Llamaha 2 11 1.57 4 1.33 3 1.00 4 4.00
209. Toma 1,2 11 1.57 1 1.00 6 2.00 4 1.33
210. Llego* 2 11 1.83 4 1.33 7 2.33 -- -—--

 

(continues)

 

115

LIST A (cont'd.)

 

I

 

 

TOTAL GROUP HIGH MIDDLE LOU I
No. Word Type Freq. Mean Freq. Mean Freq. Mean Freq.y Mean
211. Rompio* 2 11 1.83 6 2.00 1 1.00 4 2.00
212. Ropa 1 11 1.83 -- --- 9 2.25 2 1.00
213. Llega 2 11 2.20 2 2.00 9 2.50 -- ---
214. Vengo 2 10 1.00 -- --- 5 1.00 5 1.00
215. Clase 1 10 1.11 4 1.00 4 1.00 2 2.00
216. Cuatro 3 10 1.11 5 1.25 2 1.00 3 1.00
217. Bee 3 10 1.11 4 1.33 4 1.00 2 1.00
218. Habi*an 7 10 1.11 3 1.50 2 1.00 5 1.00
219. Todavi*a 4 10 1.11 5 1.25 2 1.00 3 1.00
220. Llevaron 2 10 1.25 2 1.00 4 1.00 4 2.00
221. Mu+ecas 1 10 1.25 1 1.00 6 1.50 3 1.00
222. Podi*a 2 10 1.25 5 1.25 5 1.25 -- ----
223. Puerta 1 10 1.25 2 1.00 8 1.33 -- ----
224. Seis 1,3 10 1.25 4 1.00 5 1.67 1 1.00
225. Todas 3 10 1.25 6 1.20 2 1.00 2 2.00
226. Debajo 4 10 1.43 1 1.00 6 2.00 3 1.00
227. Huesos 1 10 1.67 1 1.00 7 2.33 2 1.00
228. Perritos 1 10 1.67 2 1.00 7 2.33 1 1.00
229. Lava 2 10 2.00 -- -- 6 1.50 4 4.00
230. Caballo 1 9 1.00 3 1.00 1 1.00 5 1.00
231. Dar 7 9 1.00 3 1.00 6 1.00 -— ---
232. Dieron 2 9 1.00 5 1.00 4 1.00 -- ---
233. Hacer 7 9 1.00 2 1.00 6 1.00 1 1.00
234. Lejos 4 9 1.00 3 1.00 2 1.00 4 1.00
235. Quedo* 2 9 1.00 1 1.00 4 1.00 4 1.00
236. Di*as 1 9 1.13 3 1.00 2 1.00 4 1.33
237. Esos 3 9 1.13 2 2.00 3 1.00 4 1.00
238. Prima 1 9 1.13 1 1.00 5 1.25 3 1.00
239. Te1e*fono 1 9 1.13 1 1.00 6 1.20 2 1.00
240. I*bamos 2 9 1.29 4 1.33 3 1.50 2 1.00
241. Juguete 1 9 1.29 -- -- 3 1.00 6 1.50
242. Muchos 3 9 1.29 2 2.00 4 1.00 3 1.50
243. Puedo 2 9 1.29 2 1.00 3 1.00 4 1.00
244. Vino 2 9 1.29 3 1.00 5 1.67 1 1.00
245. Cuarto 1,3 9 1.50 3 1.50 2 1.00 4 2.00
246. Deci*a 2 9 1.50 3 1.00 6 2.00 -- ---
247. Trastecitos 1 9 1.50 -- ---- 4 1.33 5 1.67
248. Hermanas 1 9. 1.80 1 1.00 6 2.00 2 2.00
249. Verde 3 9 1.80 3 1.00 l 1.00 5 5.00
250. Cerca 4 8 1.00 2 1.00 4 1.00 2 1.00
251. Ellas 6 8 1.00 - --- 5 1.00 3 1.00
252. Pusieron 2 8 1.00 4 1.00 1 1.00 3 1.00
253. Esta 3 8 1.15 5 . 1.25 1 1.00 2 2.00
254. Llevar 7 8 1.15 2 1.00 6 1.20 -- --
255. Oficio 1 8 1.15 -- --- 4 1.00 4 1.33

 

 

(continues)

LIST A (cont'd.)

 

 

 

, TOTAL GROUP HIGH MIDDLE LOW

No. Word Type Freq. Mean Freq. Mean Freq. Mean Freq. Mean
256. P0110 1 8 1.15 1 1.00 1 1.00 6 1.20
257. Santa Claus 1 8 1.15 5 1.25 2 1.00 1 1.00
258. Vive 2 8 1.15 -- --- 8 1.14 - --
259. Adentro 4 8 1.33 4 1.33 4 1.33 - --
260. Camio*n 1 8 1.33 2 1.00 -- --- 6 1.50
261. Hizo 2 8 1.33 2 2.00 -- -—- 6 1.20
262. Mercado 1 8 1.33 -- --- 3 1.00 5 1.67
263. Noches 1 8 1.33 1 1.00 2 1.00 5 1.67
264. Tama+o 1 8 1.33 -- ---- 2 1.00 6 1.50
265. Gata 1 8 1.60 2 2.00 - --- 6 1.50
266. Mire 2 8 1.60 1 1.00 7 1.75 —- --—
267. Ni+a 1 8 1.60 5 2.50 1 1.00 2 1.00
268. Salio* 2 8 1.60 2 2.00 -— ---- 1 1.00
269. Tan 4 8 1.60 1 1.00 6 2.00 1 1.00
270. Travieso 3 8 1.60 3 1.50 4 2.00 1 1.00
271. Gente 1 7 1.00 3 1.00 2 1.00 2 1.00
272. Hacienda 7 7 1.00 1 1.00 2 1.00 4 1.00
273. Igual 3 7 1.00 2 1.00 4 1.00 1 1.00
274. Perdio* 2 7 1.00 2 1.00 3 1.00 2 1.00
275. Sale 2 7 1.00 1 1.00 5 1.00 1 1.00
276. Toda 3 7 1.00 3 1.00 2 1.00 2 1.00
277. Va 2 7 1.00 1 1.00 3 1.00 3 1.00
278. Ara+a 1,2 7 1.17 2 1.00 1 1.00 4 1.33
279. Carrito 1 7 1.17 -— --- 5 1.25 2 1.00
280. Dan 2 7 1.17 4 1.33 1 1.00 2 1.00
281. Digo 2 7 1.17 3 1.00 3 1.50 1 1.00
282. Estar 7 7 1.17 6 1.20 1 1.00 -- ---
283. Mesa 1 7 1.17 2 1.00 3 1.00 2 2.00
284. 080 1 7 1.17 -- --—- 3 1.00 4 1.33
285. Regalaron 2 7 1.17 6 1.20 -- --- 1 1.00
286. Te 6 7 1.17 2 2.00 3 1.00 2 1.00
287. Bateri*as 1 7 1.40 l 1.00 3 1.00 3 3.00
288. Bobby 1 7 1.40 -- --—- 7 1.40 -- --
289. Buscar 7 7 1.40 4 1.33 -- --- 2 2.00
290. Caldo 1 7 1.40 - --- 2 1.00 5 1.67
291. Compraron 2 7 1.40 - ---- 5 1.67 2 1.00
292. Eran 2 7 1.40 2 1.00 2 2.00 3 1.50
293. Juan 1 7 1.40 3 1.50 4 1.33 -- ---
294. Pacha 1 7 1.40 1 1.00 3 1.50 3 1.50
295. Quiero 2 7 1.40 2 1.00 3 1.00 2 1.00
296. Soy 2 7 1.40 3 1.00 4 2.00 -- --
297. Ahorita 4 6 1.00 -- ---- 4 1.00 2 1.00
298. Almuerzo 1 6 1.00 —- --- 4 1.00 2 1.00
299. Amigos 1 6 1.00 2 1.00 3 1.00 1 1.00

 

(continues)

 

117

LIST A (cont'd.)

 

 

 

TOTAL GROUP HIGH MIDDLE LOW
No. word Type Freq.y Mean Freq. Mean Freq. Mean Freq. Mean
300. Arroz 1 6 1.00 -- ---- 3 1.00 3 1.00
301. Atra*s 4 6 1.00 5 1.00 1 1.00 -- ---
302. Chiquitos 3 6 1.00 3 1.00 2 1.00 l 1.00
303. Dormir 7 6 1.00 3 1.00 3 1.00 -- ---
304. Echa 2 6 1.00 3 1.00 3 1.00 -- ---
305. Entro* 2 6 1.00 1 1.00 4 1.00 1 1.00
806. E*sta 6 6 1.00 3 1.00 3 1.00 -— ---
307. Gati*o 1 6 1.00 1 1.00 2 1.00 3 1.00
308. Hago 2 6 1.00 2 1.00 2 1.00 2 1.00
309. Molesta 2 6 1.00 2 1.00 3 1.00 1 1.00
310. Mordio* 2 6 1.00 1 1.00 3 1.00 2 1.00
311. Puede 2 6 1.00 1 1.00 4 1.00 1 1.00
312. Se+ora 1 6 1.00 2 1.00 3 1.00 1 1.00
313. Trabajando 7 6 1.00 1 1.00 3 1.00 2 1.00
314. Trajeron 2 6 1.00 1 1.00 1 1.00 4 1.00
315. Vuelta 1 6 1.00 3 1.00 2 1.00 1 1.00
316. Abrio* 2 6 1.20 -- --- 2 1.00 4 1.33
317. Abuelito 1 6 1.20 -- --- 3 1.50 3 1.00
318. Almorzar 7 6 1.20 - --- 4 1.33 2 1.00
319. Blanco 3 6 1.20 4 1.33 1 1.00 1 1.00
320. Cosita 1 6 1.20 3 1.50 3 1.00 -- --
321. Flores 1 6 1.20 -- --—- 2 2.00 4 1.00
322. Frijoles 1 6 1.20 -- ---- 4 1.33 3 1.50
323. Gustan 2 6 1.20 —- --- 3 1.50 3 1.00
324. Jorge 1 6 1.20 1 1.00 5 1.25 -- ---
325. Mataron 2 6 1.20 -- ---- 2 2.00 4 1.00
326. Mu+equitas 1 6 1.20 1 1.00 2 1.00 3 1.50
327. Ni 4 6 1.20 1 1.00 2 1.00 3 1.50
328. Ojos 1 6 1.20 3 1.50 2 1.00 1 1.00
329. Papi 1 6 1.20 1 1.00 3 1.50 2 1.00
330. Pass 2 6 1.20 5 1.25 -- ---- 1 1.00
331. Pegan 2 6 1.20 3 1.50 2 1.00 1 1.00
332. Abajo 4 5 1.00 2 1.00 3 1.00 - --
333. Agarro* 2 5 1.00 2 1.00 2 1.00 1 1.00
334. Antonio 1 5 1.00 1 1.00 3 1.00 1 1.00
335. Cuentos 1 5 1.00 - ---- 2 1.00 3 1.00
336. Dejan 2 5 1.00 2 1.00 2 1.00 1 1.00
337. Duerme 2 5 1.00 1 1.00 1 1.00 3 1.00
338. Ha 2 5 1.00 4 1.00 1 1.00 -- ---
339. Iban 2 5 1.00 2 1.00 2 1.00 1 1.00
340. Lavar 7 5 1.00 -- -—- 2 1.00 3 1.00
341. Metio* 2 5 1.00 2 1.00 3 1.00 - --
342. inurieron 2 5 1.00 - ---- 1 1.00 4 1.00

 

(continues)

 

118

LIST A (cont'd.)

 

 

 

’ TOTAL GROUP HIGH MIDDLE LOW

No. Word Type Freq. Mean Freq. Mean Freq. Mean Freq. Mean
343. Paso* 2 5 1.00 2 1.00 1 1.00 2 1.00
344. Pongo 2 5 1.00 -- ---- 2 1.00 3 1.00
345. Prime 1 5 1.00 -- ---- 4 1.00 1 1.00
346. Fuse 2 5 1.00 -- ---- 2 1.00 3 1.00
347. Rega+a 2 5 1.00 2 1.00 2 1.00 l 1.00
348. Samoa 2 5 1.00 2 1.00 -- --- 3 1.00
349. Teni*an 2 5 1.00 2 1.00 3 1.00 -- ---
350. Tuvo 2 5 1.00 3 1.00 l 1.00 1 1.00

 

 

LIST B
Categorized py_Part12£fSpeech

All words used at least once by five or more of the one-
hundred- and forty-five speakers organized alphabetically within
grammatical class. If a given word was used by at least five speak-
ers in each of several grammatical classes, it appears several times,
once under each grammatical class. Each word is followed by three
numbers: N - number of speakers who used the word at least once in
the specified grammatical class; M - Mean frequency of occurrence;

V - Variance from the mean frequency of occurrence (Defined over the
relative frequencies obtained from the one-hundred and forty-five

speakers.)

119

APPENDIX C

LIST B - CATEGORIZED BY

PART-OF-SPEECH

 

 

 

No. Word I! 1‘1 V 210. Word N M v
35. Di*a 22 .3034 .7962
NOUNS 36. Di*as 8 .0621 .0725
37. Escuela 29 .2621 .3197
38. Flores 5 .0414 .0538
1. Abuelita 15 .1793 .3426 39, Frijoles 5 .0414 .0538
2. Abuelito 5 .0414 .0538 40. Gata 5 .0552 .0942
3. Agua 14 .1517 .2546 41. Gati*o 6 .0414 .0538
4. Algo 10 .0426 .0549 42. Gate 8 .1448 .4858
5. Almuerzo 6 .0414 .0399 43. Gente 7 .0483 .0463
6. Amigo 10 .0828 .1042 44. Hermana 33 .4207 .9815
7. Amigos 6 .0414 .0399 45. Hermanas 5 .0621 .1558
8. Antonio 5 .0345 .0335 46. Hermanita 29 .3103 .4794
9. A+os 16 .2138 .5998 47. Hermanita 25 .2345 .3196
10. Arroz 6 .0414 .0399 48. Hermanitos 11 .0897 .1100
11. Bateri*as 5 .0483 .0879 49. Hermano 28 .3172 .5375
12. Bicicleta 9 .0897 .1516 50. Hermanos 14 .1448 .2497
13. Bobby 5 .0483 .0879 51. Hospital 9 .1034 .1906
14. Bus 6 .0828 .2153 52. Huesos 6 .0690 .1619
15. Caballo 9 .0621 .0586 53, Jorge 5 .0414 .0538
16. Caldo 5 .0483 .0740 54. Juan 5 .0483 .0740
17. Calle 12 .0966 .1156 55. Juego 2 .0138 .0137
18. Cama 10 .0966 .1573 56. Juguete 7 .0621 .0864
19. Camio*n 6 .0552 .0803 57. Juguetes 20 .1607 .2375
20. Carne 15 .1379 .2031 58. Lado 7 .0759 .1400
21. Carrito 6 .0483 .0602 59. Leche 13 .1172 .1598
22. Carritos 10 .0897 .1377 60. Mama* 91 1.4552 3.9858
23. Carro 15 .1793 .3565 1. Mari*a 9 .0759 .0984
24. Carros 9 .0828 .1181 62. Mercado 6 .0552 .0803
25. Casa 55 .6000 .9917 63. Mesa 6 .0483 .0602
26. Class 9 .0690 .0785 64. Muchacha 13 .1241 .1928
27. Colegio 12 .1034 .1489 65. Mu+eca 14 .1034 .1073
28. Comida 35 .3655 .6363 66. Mu+ecas 8 .0690 .1063
29. Cosa 12 .1172 .1737 67. Mu+equitas 5 .0414 .0538
30. Cases 15 .1034 .0934 63. Nada 37 .3059 .5392
31. Cosita 5 .2320 .0538 69. Nena 8 .0828 .1737
32. Cuarto 5 .0483 .0879 70. Ni+a 5 .0552 .1080
33. Cuento 13 .1172 .1598 71. Noche 14 .1034 .1073
34. Cuentos 5 .0345 .0335 72. Noches 6 .0552 .0942

 

 

 

120

 

121

LIST B (Cont'd.)

 

 

 

 

No. Word N M V
73. Oficio 7 .0552 .0664
74. Ojos 5 .0414 .0538
75. 080 6 .0483 .0602
76. Pacha 5 .0483 .0740
77. Papa* 76 1.0414 2.5122
78. Papi 5 .0414 .0538
79. Pelota 11 .1310 .4480
80. Perrito 20 .1793 .2454
81. Perritos 6 .0690 .1619
82. Perro 27 .2966 .5712
83. Perros 11 .1310 .2813
84. Pollo 7 .0552 .0664
85. Prima 8 .0621 .0725
86. Prime 5 .0345 .0335
87. Puerta 8 .0690 .0924
88. Ropa 6 .0759 .2789
89. Santa Claus 7 .0552 .0664
90. Se+or 8 .0759 .1261
91. Se+ora 6 .0414 .0399
92. Toma+o 6 .0552 .0942
93. Tele*fono 8 .0621 .0725
94. Ti*a 14 .1172 .1459
95. Trabaja 13 .1103 .1405
96. Trastecitos 6 .0621 .1142
97. Trastos 14 .1027 .1964
98. Veces 18 .2277 .6770
99. Verdad 17 .1724 .3103
100. Vez 25 .3241 .9428
101. Vuelta 6 .0414 .0399
VERBS
1. Abrio* 5 .0414 .0538
2. Agarro* 5 .0345 .0335
3. Ara+a 5 .0414 .0538
4. Ba+a 8 .0759 .1261
5. Cayo* 9 .0897 .1794
6. Come 5 .1103 .6822
7. Compraron 5 .0483 .0879
8. Compro* 14 .1317 .2567
9. Da 16 .1586 .2733

No ,

 

 

 

Word N M V
10. Dan 6 .0483 .0602
11.. Deci*a 6 .0621 .1003
12. Deja 7 .0828 .1737
13. Dejan 5 .0345 .0335
14. Dice 13 .1655 .3752
15. Dieron 9 .0621 .0586
16. Digo 6 .0483 .0602
17. Dije 9 .0966 .1851
18. Dijo 18 .4345 2.7752
19. Day 7 .0759 .1261
20. Duerme 12 .0966 .1156
21. Duermo 5 .0345 .0335
22. Echa 6 .0414 .0399
23. Entro* 6 .0414 .0399
24. Era 32 .3520 .6245
25. Eran 5 .0483 .0740
26. Es 80 1.1321 2.1558
27. Esta* 41 .4000 .5889
28. Estaba 44 .5517 1.0963
29. Esta*bamos 11 .1103 .1822
30. Fstaban 12 .1103 .1822
31. Esta*n 14 .1172 .1598
32. Estoy 11 .0759 .0706
33. Fi*jese 34 .4759 1.0706
34. Fue 42 .4552 .9025
35. Fueron 6 .0828 .1737
36. Fui 8 .1103 .2794
37. Fuimos 25 .3310 .8341
38. Gusta 11 .1172 .2709
39. Gustan 5 .0414 .0538
40. Ha 5 .0345 .0335
41. Hace 33 .3241 .4984
42. Hacen 12 .0828 .0764
43. Hago 6 .0414 .0399
44. Hizo 6 .0552 .0803
45. Iba 20 .2276 .4270
46. I*bamos 7 .0621 .0864
47. Iban 5 .0345 .0335
48. Juega 16 .1448 .2080
49. Juegan 19 .1586 .1899
50. Juego 30 .3175 .5850
51. Jugamos 15 .1655 .3057
52. Lava 5 .0690 .1758
53. Llama 65 1.0000 2.5000

 

 

 

LIST B (Cont 'd .)

122

 

 

 

No. word N M v No. word N M v
54. Llamaba 7 .0759 .1678 98. Teni*a 36 .4621 .9447
55. Llega 5 .0759 .2373 99. Teni*amos 11 .1034 .1906
56. Llego* 6 .0759 .1539 100. Teni*an 5 .0345 .0335
57. Llevaron 8 .0690 .1063 101. Tiene 44 .6414 1.9122
58. L1evo* 10 .1034 .1767 102. Tienen 14 .1034 .1073
59. Mataron 5 .0414 .0538 103. Toma 6 .0483 .0602
60. Metio* 5 .0345 .0335 104. Trabaja 20 .1538 .2074
61. 'Mire 5 .0552 .1358 105. Trajeron 6 .0414 .0399
62. ‘Malesta 6 .0414 .0399 106. Trajo 13 .1379 .2864
63. Mordio* 6 .0414 .0399 107. Tuva 5 .0345 .0335
64. ‘Muerde 8 .0966 .2128 108. Va 43 .4276 .6770
65. Murieran 5 .0345 .0335 109. Vamos 8 .0759 .1123
66. Murio* 13 .1931 .5319 110. Van 21 .2207 .4371
67. Pass 5 .0414 .0538 111. Va 7 .0483 .0463
68. Paso* 5 .0345 .0335 112. Vengo 10 .0690 .0647
69. Pegs 13 .1042 .1454 113. Veni*a 6 .0828 .2570
70. Pegan 5 .0414 .0538 114. Viene 17 .1793 .3426
71. Pego* 5 .0414 .0538 115. Vino 7 .0621 .1003
72. Perdia* 7 .0483 .0463 116. Vive 7 .0552 .0664
73. Padi*a 8 .0690 .0924 117. Voy 13 .1103 .1405
74. Pane 16 .1586 .2594

75. Pongo 5 .0345 .0335

76. Puede 6 .0414 .0399

77. Puedo 7 .0621 .1003 ADJECTIVES

78. Fuse 5 .0345 .0335

79. Pusieron 8 .0552 .0525

80. Queda 10 .0759 .0845 1. Blanca 5 .0414 .0538
81. Quedo* 9 .0621 .0586 2. Cada 9 .0897 .1516
82. Queri*a 11 .0828 .0903 3. Chiquita 10 .0690 .0647
83. Quiere 14 .1655 .3752 4. Chiquita 19 .1402 .1965
84. Quiere 5 .0483 .0740 5. Chiquitos 6 .0414 .0399
85. Regalaron 6 .0483 .0602 6. Cinco 9 .0897 .1516
86. Regalo* 8 .0759 .1123 7. Cuatro 9 .0690 .0785
87. Rega+a 5 .0345 .0335 8. Das 52 .5041 .9277
88. Rampia* 6 .0759 .1539 9. Bee 9 .0566 .0648
89. Sabe 7 .0828 .2014 10. Ese 14 .0988 .1374
90. Sale 7 .0483 .0463 11. E80 59‘ .5066 .6819
91. Salio* 5 .0552 .1080 12. Bees 8 .0621 .0725
92. Se* 33 .2581 .3346 13. Esta 7 .0552 .0664
93. Samoa 5 .0345 .0335 14. Eats 12 .0974 .1525
94. Son 21 .1862 .2428 15. Grande 29 .2414 .3372
95. Say 5 .0483 .0879 16. Grandes 13 .0897 .0822
96. Tenemoa 20 .2552 .8164 17. Igual 7 .0365 .0334
97. Tango 76 1.1104 3.4515 18. Mi 138 4.3176 EL514O

 

 

 

 

 

 

123

LIST B (Cont'd.)

 

 

 

No. Word N M V No. Word N M v
19. ‘Mis 32 .3241 .4984 19. Mucha 4 .0414 .0816
20. Mucho 11 .0966 .1295 20. Muy 15 .1241 .1511
21. Muchos 7 .0621 .0864 21. Ni 5 .0414 .0538
22. Otra 42 .6674 .4454 22. No 121 2.6276 5.8197
23. Otro 47 .4278 .5608 23. Que* 17 .1523 .3421
24. Seis 7 .0621 .0864 24. Si* 100 1.5517 2.4574
25. Su 26 .2104 .3915 25. Siempre 20 .2345 .9030
26. Sue 9 .0759 .1123 26. Sa*1a 78 .8966 1.1906
27. Toda 7 .0483 .0463 27. Tambie*n 70 .9587 1.9428
28. Todas 8 .0690 .0924 28. Tan 5 .0552 .1080
29. Toda 31 .2759 .3400 29. Tadavi*a 9 .0690 .0785
30. Todos 18 .2207 .2426 30. Ya 84 1.0558 2.0519
31. Travieso 5 .0552 .0942
32. Tree 12 .1103 .1961
33. Un 109 2.5034 6.4317
34. Una 111 1.8761 3.8878 ARTICLES
35. Unas 15 .1172 .1320
36. Una 51 .5241 .8206
37. Unas 31 .2759 .3400 1. El 108 1.9324 6.3374
38. Verde 5 .0621 .1975 2. La 120 3.3517 9.7157
3. Las 58 .6414 1.0511
4. Las 82 .9938 1.5441
ADVERBS
PRONOUNS
1. Abajo 5 .0345 .0335
2. Adentro 6 .0552 .0803
3. Ahora 17 .1655 .2641 1. E*1 54 .6002 1.0242
4. Ahorita 6 .0414 .0399 2. Ella 51 .6556 1.7102
5. A11a* 28 .2556 .3814 3. Ellas 8 .0552 .0525
6. A11i* 64 1.2483 7.5213 4. E1108 23 .2069 .3041
7. Antes 11 .0759 .0706 5. E*sta 6 .0414 .0399
8. Aqui* 24 .2142 .3572 6. La 46 .5243 1.0735
9. Asi* 34 .3724 .5965 7. Le 95 1.7932 4.8216
10. Atra*s 6 .0414 .0399 8. Les 18 .2069 .5263
11. Bien 26 .2621 .4586 9. Lo 73 1.1403 3.3538
12. Cerca 8 .0552 .0525 10. Las 30 .0138 .7060
13. Co*ma 19 .1538 .2580 11. Me 107 1.9095 8.0715
14. Debajo 7 .0690 .1202 12. Mi* 20 .0971 .1367
15. Despue*s 37 .6833 3.8262 13. Nos 42 .6006 2.1562
16. Entonces 66 2.0415ju12694 14. Nosatras 35 .4278 .9981
17. Lejos 9 .0621 .0586 15. Se 137 4.559814.5251
18. Ma*s 50 .4897 .6822 16. Te 6 .0365 .0450

 

 

 

 

124

LIST B (Cont'd.)

 

 

 

 

No. Wbrd N M v No. Wbrd N M v
17. Yo 100 1.8208 4.5556 6. Cuando 73 1.0617 3.0389
7. De 119 2.8897 9.6405
8. Del 22 .1660 .1923
9. Donde 29 .1591 .1453
VERBOIDS 10. En 100 1.8691 4.3754
11. Hasta 20 .1743 .3118
12. Para 47 .5241 .8761
1. Almorzar 5 .0538 .0414 13. Pero 65 1.1310 4.2397
2. Buscar 5 .0483 .0740 14. For 33 .3655 .6919
3. Comer 16 .1241 .1373 15. Porque 81 1.0414 1.6927
4. Comprar 10 .0770 .1214 16. Pues 8 .0828 .1737
5. Contar 12 .0828 .0764 17. Que 118 4.0828 14.5025
6. Corriendo 9 .0828 .1320 18. Si 18 .1195 .2074
7. Dar 9 .0621 .0586 19. Y 141 9.3586 59.0372
8. Dormir 6 .0414 .0399
9. Estar 6 .0483 .0602
10. Habi*a 24 .2693 .7395
11. Habi*an 9 .0690 .0785 INTERJECTIONS
12. Hacer 9 .0621 .0586
13. Hacienda 7 .0483 .0463
14, gay 12 .0630 .0963 1. Ah 23 .2276 .5381
15. It 18 .1448 .1664 2. Ay 9 ~1042 .3277
16. Jugando 15 .1586 .2594 3- Fh 45 .5651 1.7704
17. Jugar 19 .1660 .2457 4. I381:8 19 .2690 .8369
18. Lavar 5 .0345 .0335 5. Hmm 13 .0418 .0721
19. Llevar 7 .0552 .0664
20. Llorar 11 .0759 .0706
21. Salir 8 .0759 .1261
22. Trabajando 6 .0414 .0399
23. Trabajar 20 .1660 .2323
24. Traer 9 .0897 .1516
25. Ver 10 .0759 .0845
RELAIORS
1. A 123 3.8208 13.9885
2. A1 63 .7104 1.1974
3. Como 48 .6627 1.7355
4. Con 93 1.4277 2.8545
5. Conmigo 15 .1111 .1110

 

 

 

 

LIST C
Alphabetically Arranged

All words used by at least five of the one-hundred and
forty-five speakers are presented in alphabetical order. Each word
is followed by three numbers: N - number of users; H - mean frequen-
cy of occurrence averaged over the one-hundred and forty-five speak-
ers; V - variance from the mean as defined over the distribution of
relative frequencies obtained from the one-hundred and forty-five
speakers.

When the same word is used in different grammatical

classes, separate entries appear, one for each grammatical class.

125

APP END IX C

LIST C - ALPHABETICALLY ARRANGED

 

 

 

No. Word Type N M V
1. A 8 123 3.8208 13.9885
2. Abajo 4 5 .0345 .0335
3. Abrio* 2 5 .0414 .0538
4. Abuelita 1 15 .1793 .3426
5. Abuelito 1 5 .0414 .0538
6. Adentro 4 6 .0552 .0803
7. Agarro* 2 5 .0345 .0335
8. Agua 1 14 .1517 .2546
9. Ah 9 23 .2276 .5381
10. Ahora 4 17 .1655 .2641
11. Ahorita 4 6 .0414 .0399
12. Al 8 63 .7104 .1974
13. Algo 1 10 .0426 .0549
14. Alla* 4 28 .2556 .3314
15. Alli* 4 64 1.2483 .5213
16. Almorzar 7 5 .0538 .0414
17. Almuerzo 1 6 .0414 .0399
18. Amigo l 10 .0828 .1042
19. Amigos 1 6 .0414 .0399
20. Antes 4 11 .0759 .0706
21. Antonio 1 5 .0345 .0335
22. Ados 1 16 .2138 .5998
23. Aqui* 4 24 .2142 .3572
24. Ara+a 1 l .0069 .0069
25. Ara+a 2 5 .0414 .0538
26. Arroz 1 6 .0414 .0538
27. Asi* 4 34 .3724 .5965
28. Atra*s 4 6 .0414 .0399
29. Ay 9 9 .1042 .3277

 

126

 

127

 

 

 

LIST C - (cont'd.)

No. Word Type N M V
30. Ba+a 2 8 .0759 .1261
31. Bateri*as l 5 .0483 .0879
32. Bicicleta 1 9 .0897 .1516
33. Bien 4 26 .2621 .4586
34. Blanca 3 5 .0414 .0538
35. Bobby l 5 .0483 .0879
36. Bus 1 6 .0828 .2153
37. Buscar 7 5 .0483 .0740
38. Caballo l 9 .0621 .0586
39. Cada 3 9 .0897 .1516
40. Caldo 1 5 .0483 .0740
41. Calle l 12 .0966 .1156
42. Cams 1 10 .0966 .1573
43. Camia*n 1 6 .0552 .0803
44. Carne 1 15 .1379 .2031
45. Carrito 1 6 .0483 .0602
46. Carritos 1 10 .0897 .1377
47. Carro l 15 .1793 .3565
48. Carros l 9 .0828 .1181
49. Casa 1 55 .6000 .9917
50. Caya* 2 9 .0897 .1794
51. Cerca 4 8 .0552 .0525
52. Chiquita 1 1 .0069 .0069
53. Chiquita 3 10 .0690 .0547
54. Chiquita 3 19 .1402 .1965
55. Chiquitas 3 6 .0414 .0399
56. Cinco 3 9 .0897 .1516
57. Class 1 9 .0690 .0785
58. Colegio 1 12 .1034 .1489
'59. Come 2 5 .1103 .6822
60. Comer 7 16 .1241 .1373
61. Comida 1 35 .3655 .6363
62. Coma 8 48 .6627 1.7355
63. Co*ma 4 19 .1538 .2580
64. Comprar 7 10 .0770 .1214
65. Compraron 2 5 .0483 .0879
66. Compro* 2 14 .1317 .2567
67. Can 8 93 1.4277 2.8545
68. Conmigo 8 15 .1111 .1110
69. Contar 7 12 .0828 .0764
70. Corriendo 7 9 .0828 .1320
71. Casa 1 12 .1172 .1737

 

 

LIST C - (Cont'd.)

 

 

 

No. Word Type N M V

72. Cosas 1 15 .1034 .0934
73. Cosita 1 5 .2320 .0538
74. Cuando 8 73 1.0617 3.0389
75. Cuarto 1 5 .0483 .0879
76. Cuarto 3 1 .0138 .0276
77. Cuatro 3 9 .0690 .0785
78. Cuento 1 13 .1172 .1598
79. Cuento 2 1 .0069 .0069
80. Cuentos 1 5 .0345 .0335
81. Da 2 16 .1586 .2733
82. Dan 2 6 .0483 .0602
83. Dar 7 9 .0621 .0586
84. De 8 119 2.8897 9.6405
85. De 9 3 .0276 .0409
86. Debajo 4 7 .0690 .1202
87. Deci*a 2 6 .0621 .1003
88. Dejs 2 7 .0828 .1737
89. Dejan 2 5 .0345 .0335
90. Del 8 22 .1660 .1923
91. Despue*s 4 37 .6833 3.8262
92. Di*a 1 22 .3034 .7962
93. Di*as 1 8 .0621 .0725
94. Dice 2 13 .1655 .3752
95. Dieron 2 9 .0621 .0586
96. Digo 2 6 .0483 .0602
97. Dije 2 9 .0966 .1851
98. Dijo 2 18 .4345 2.7752
99. Donde 8 29 .1591 .1453
100. Dormir 7 6 .0414 .0399
101. Dos 3 52 .0138 .0137
102. Day 2 7 .0759 .1261
103. Duerme 2 12 .0966 .1156
104. Duermo 2 5 .0345 .0335
105. Echa 2 6 .0414 .0399
106. Eh 9 45 .5657 1.7704
107. E1 5 108 1.9324 6.3374
108. E*1 6 54 .6002 1.0242
109. Ella 6 51 .6556 1.7102
110. Ellas 6 8 .0552 .0525
111. E1103 6 23 .2069 .3041

 

 

LIST C - (cont'd.)

129

 

 

 

No. Ward Type N M V
112. En 8 100 1.8691 4.3754
+113. Entonces 4 66 2.0415 15.2694
114. Entro* 2 6 .0414 .0399
115. Era 2 32 .3520 .6245
’116. Eran 2 5 .0483 .0740
117. Es 2 80 1.1321 2.1558
118. Esa 3 9 .0566 .0725
'119. Escuela 1 29 .2621 .3197
120. Ese 3 14 .0988 .1374
121. E80 3 59 .5066 .6819
122. Esas 3 8 .0621 .0725
123. Esta 3 7 .0552 .0664
124. Esta* 2 41 .4000 .5889
125. E*sta 6 6 .0414 .0399
126. Estaba 2 44 .5517 1.0963
127. Esta*bamas 2 11 .1103 .1822
128. Esteban 2 12 .1103 .1822
129. Esta*n 2 14 .1172 .1598
130. Estar 7 6 .0483 .0602
131. Este 3 12 .0974 .1525
132. Beta 9 19 .2690 .8369
133. Estoy 2 11 .0759 .0706
134. Fi*jese 2 34 .4759 1.0706
135. Flares 1 5 .0414 .0538
136. Frijoles 1 5 .0414 .0538
137. Fue 2 42 .4552 .9025
138. Fueron 2 6 .0828 .1737
139. Fui 2 8 .1103 .2794
140. Fuimos 2 25 .3310 .8341
141. Gata l 5 .0552 .0942
142. Gati*o 1 6 .0414 .0538
143. Gata 1 8 .1448 .4858
144. Gente 1 7 .0483 .0463
145. Grande 3 29 .2414 .3372
146. Grandes 3 13 .0897 .0822
147. Gusts 2 11 .1172 .2709
148. Gustan 2 5 .0414 .0538
149. Ha 2 5 .0345 .0335
150. Habi*a 7 24 .2693 .7395

 

 

130

LIST C - (cont'd.)

 

 

 

No. Word Twe M N V

151. Habi*an 7 9 .0690 .0785
152. Hace 2 23 .3241 .4984
153. Hacen 2 12 .0828 .0764
154. Hacer 7 9 .0621 .0586
155. Hacienda 7 7 .0483 .0463
156. Hago 2 6 .0414 .0399
157. Hasta 8 20 .1743 .3118
158. Bay 7 12 .0630 .0963
159. Hermana 1 33 .4207 .9815
160. Hermanas 1 5 .0621 .1558
161. Hermanita 1 29 .3103 .4794
162. Hermanita 1 25 .2345 .3196
163. Hermanitos 1 11 .0897 .1100
164. Hermana 1 28 .3172 .5375
165. Hermanas 1 14 .1448 .2497
166. Hizo 2 6 .0552 .0803
167. Hmm 9 13 .0418 .0721
168. HOSpital 1 9 .1034 .1906
169. Huesos 1 6 .0690 .1619
170. Iba 2 20 .2276 .4270
171. I*bamos 2 7 .0621 .0864
172. Iban 2 5 .0345 .0335
173. Igual 3 7 .0365 .0334
174. It 7 18 .1448 .1664
175. Jorge 1 5 .0414 .0538
176. Juan 1 5 .0483 .0740
177. Juega 2 16 .1448 .2080
178. Juegan 2 19 .1586 .1899
179. Juego 1 2 .0138 .0137
180. Juego 2 30 .3175 .5850
181. Jugamos 2 15 .1655 .3057
182. Jugando 7 15 , .1586 .2594
183. Jugar 7 19 .1660 .2457
184. Juguete 1 7 .0621 .0864
185. Juguetes 1 20 .1607 .2375
186. La 5 120 3.3517 9.7157
187. La 6 46 .5243 1.0735
188. Lado 1 7 .0759 .1400

 

 

LIST C — (cont'd.)

131

 

 

 

No. Word Type N M v

189. Las 5 58 .6414 1.0511
190. Las 6 2 .0276 .0687
191. Lava 2 5 .0690 .1758
192. Lavar 7 5 -.0345 .0335
193. Le 6 95 1.7932 4.8216
194. Leche 1 13 .1172 .1598
195. Lejos 4 9 .0621 .0586
196. Les 6 18 .2069 .5263
197. Llama 2 65 1.0000 2.5000
198. Llamaba 2 7 .0759 .1678
199. Llega 2 5 .0759 .2373
200. Llega* 2 6 .0759 .1539
201. Llevar 7 7 .0552 .0664
202. Llevaron 2 8 .0690 .1063
203. L1evo* 2 10 .1034 .1767
204. Llorar 7 11 .0759 .0706
205. La 6 73 1.1403 3.3538
206. Las 5 82 .9938 1.5441
207. Los 6 30 .3389 .7060
208. Mama* 1 91 1.4552 3.9858
209. Mari*a l 9 .0759 .0984
210. Ma*s 4 50 .4897 .6822
211. Mataron 2 5 .0414 .0538
212. Me 6 107 1.9095 8.0715
213. Mercado l 6 .0552 .0803
214. Mesa 1 6 .0483 .0602
215. 'Metio* 2 5 .0345 .0335
216. Mi 3 138 4.3176 12.5140
217. Mi* 6 20 .0971 .1367
218. Mire 2 5 .0552 .1358
219. Mis 3 32 .3241 .4984
220. Molesta 2 6 .0414 .0399
221. Mordio* 2 6 .0414 .0399
222. Muchacha 1 13 .1241 .1928
223. Mucha 3 11 .0966 .1295
224. Mucha 4 4 .0414 .0816
225. Muchos 3 7 .0621 .0864
226. Muerde 2 8 .0966 .2128
227. Mu+eca l 14 .1034 .1073
228. Mu+ecas l 8 .0690 .1063
229. Mu+equitas 1 5 .0414 .0538
230. Murieron 2 5 .0345 .0335

 

 

LIST C - (cont'd.)

 

 

 

No. word Type N N V

231. Murio* 2 13 .1931 .5319
232. Muy 4 15 .1241 .1511
233. Nada l 37 .3059 .5392
234. Nena l 8 .0828 .1737
235. Ni 4 5 .0414 .0538
236. Ni+a l 5 .0552 .1080
237. No 4 121 2.6276 5.8197
238. Noche 1 14 .1034 .1073
239. Noches l 6 .0552 .0942
240. Nasatros 6 35 .4278 .9981
241. Nos 6 42 .6006 2.1562
242. Oficio 1 7 .0552 .0664
243. Ojos l 5 .0414 .0538
244. 030 1 6 .0483 .0602
245. 0tra 3 42 .6674 .4454
246. Otro l l .0069 .0069
247. Otro 3 47 .4278 .5608
248. Pacha 1 5 .0483 .0740
249. Papa* l 76 1.0414 2.5122
250. Papi l 5 .0414 .0538
251. Para 2 1 .0069 .0069
252. Para 8 47 .5241 .8761
253. Pasa 2 5 .0414 .0538
254. Paso* 2 5 .0345 .0335
255. Pega 2 13 .1042 ‘ .1454
256. Pegan 2 S .0414 .0538
257. Pego* 2 5 .0414 .0538
258. Pelota 1 11 .1310 .4480
259. Perdia* 2 7 .0483 .0463
260. Para 8 8 1.1310 4.2397
261. Perrito 1 20 .1793 .2454
262. Perritos 1 6 .0690 .1619
263. Perra 1 27 .2966 .5712
264. Perros 1 11 .1310 .2813
265. Padi*a 2 8 .0690 .0924
266. P0110 1 7 .0552 .0664
267. Pane 2 16 .1586 .2594
268. Panga 2 5 .0345 .0335
269. For 8 33 .3655 .6919

 

 

LIST C - (cont'd.)

133

 

 

 

No. word Type N M V

270. Porque 8 81 1.0414 1.6927
271. Prima 1 8 .0621 .0725
272. Prima 1 5 .0345 .0335
273. Puede 2 6 .0414 .0399
274. Puedo 2 7 .0621 .1003
275. Puerta 1 8 .0690 .0924
276. Pues 8 8 .0828 .1737
277. Pues 9 1 .0138 .0276
278. Fuse 2 5 .0345 .0335
279. Pusieron 2 8 .0552 .0525
280. Que 8 118 4.0828 14.5025
281. Que* 4 17 .1523 .3421
282. Queda 2 10 .0759 .0845
283. Quedo* 2 9 .0621 .0586
284. Queri*a 2 11 .0828 .0903
285. Quiere 2 14 .1655 .3752
286. Quiera 2 5 .0483 .0740
287. Regalaron 2 6 .0483 .0602
288. Regala* 2 8 .0759 .1123
289. Rega+a 2 5 .0345 .0335
290. Rampia* 2 6 .0759 .1539
291. Ropa 1 6 .0759 .2789
292. Sabe 2 7 .0828 .2014
293. Sale 2 7 .0483 .0463
294. Salia* 2 5 .0552 .1080
295. Salir 7 8 .0759 .1261
296. Santa Claus 1 7 .0552 .0664
297. Se 6 137 4.5598 14.5251
298. Se* 2 33 .2581 .3346
299. Seis 1 1 .0069 .0069
300. Seis 3 7 .0621 , .0864
301. Se+or 1 8 .0759 .1261
302. Se+ara 1 6 .0414 .0399
303. Si 8 18 .1195 .2074
304. Si* 4 100 1.5517 2.4574
305. Siempre 4 20 .2345 .9030
306. So*1a 4 78 .8966 1.1906
307. Samas 2 5 .0345 .0335

 

 

134

LIST C - (cont'd.)

 

 

 

No. Word Type N M v

308. Son 2 21 .1862 .2498
309. Say 2 5 .0483 .0879
310. Su 3 26 .2104 .3915
311. Sus 3 9 .0759 .1123
312. Tama+a 1 6 .0552 .0942
313. Tambie*n 4 70 .9587 1.9428
314. Tan 4 5 .0552 .1080
315. Te 6 6 .0365 .0450
316. Te1e*fono 1 8 .0621 .0725
317. Tenemos 2 20 .2552 .8164
318. Tenga 2 76 1.1104 3.4515
319. Teni*a 2 36 .4621 .9447
320. Teni*amas 2 11 .1034 .1906
321. Teni*an 2 5 .0345 .0335
322. Ti*a 1 14 .1172 .1459
323. Tiene 2 44 .6414 1.9122
324. Tienen 2 14 .1034 .1073
325. Toda 3 7 .0483 .0463
326. Todas 3 8 .0690 .0924
327. Todavi*a 4 9 .0690 .0785
328. Toda 3 31 .2759 .3400
329. Todos 3 18 .2207 .2426
330. Toma l 1 .0276 .1103
331. Toma 2 6 .0483 .0602
332. Trabaja 2 20 .1538 .2074
333. Trabajanda ‘ 7 6 .0414 .0399
334. Trabajar 7 20 .1660 .2323
335. Trabaja 1 13 .1103 .1405
336. Traer 7 9 .0897 .1516
337. Trajeron 2 6 .0414 .0399
338. Trajo 2 13 .1379 .2864
339. Trastecitos 1 6 .0621 .1142
340. Trastos 1 14 .1027 .1964
341. Travieso 3 5 .0552 .0942
342. Tres 3 12 .1103 .1961
343. Tuva 2 5 .0345 .0335
344. Un 3 109 2.5034 6.4317
345. Una 3 111 1.8761 3.8878
346. Unas 3 15 .1172 .1320
347. Una 3 51 .5241 .8206

 

 

LIST C - (cont'd.)

 

 

 

No . Word Type N M V

348. Unas 3 31 .2759 .3400
349. Va 2 43 .4276 .6770
350. Vamos 2 8 .0759 .1123
351. Van 2 21 .2207 .4371
352. Ve 2 7 .0483 .0463
353. Veces 1 18 .2274 .6770
354. Vengo 2 10 .0690 .0647
355. Veni*a 2 6 .0828 .2570
356. Ver 7 10 .0759 .0845
357. Verdad 1 17 .1724 .3103
358. Verdad 9 l .0069 .0069
359. Verde 3 5 .0621 .1975
360. Vez 1 25 .3241 .9428
361. Viene 2 17 .1793 .3426
362. Vino 2 7 .0621 .1003
363. Vive 2 7 .0552 .0664
364. Voy 2 13 .1103 .1405
365. Vuelta 1 6 .0414 .0399
366. Y 8 141 9.3586 59.0372
367. Ya 4 84 1.0558 2.0519
368. Yo 6 100 1.8208 4.5556

 

 

LIST D

Low Frequency Words

 

All words which reported frequencies of four or less, pre-
sented in alphabetical order within grammatical class. No statisti—

cal analysis was performed an this data.

136

NC

3":

-

wwsvsy-

No. Word
NOUNS

1 a Abuela

2. Abuelitas
3. Abuelitas
1‘ a Abuelo

5. Accidente
6. Acera

7. Ache

8. Aguacates
9 a A*8Ui18

10. Aire

11. Alambre
12. Alambres
13. Alberta
14. Alborato*n
15. Alejandro
16. Alex

17. A.lfambra
18. Algoda*n
19. Alguien
20. Almace*n
21. Almanaques
22. Almuerzos
23. Alvarado
24. A*lvaro
25. Amanda
26. Amatitla*n
27. Ametralladora
28. Amiga
29. Amiguita
30. Ami*gda1as
31. Ana
32. A*ngeles
33. Animal
34. Animales
35. Animalita
36. Animalitos
37. Antigua

LIST D -

No.

38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.

APPENDIX C

Low FREQUENCY WORDS

word

A+a
Aparatos
Apellido
Apuestas
Ara+as
A*rbol
Arbolita
Arcilla
Ardilla
Arena
Aretes
Aserri*n
Asuncio*n
Aurora
Avenida
Avio*n
Aviones
Aycinena
Azu*car
Babero
Bala
Balca*n
Balija
Ba1i*n
Balines
Bananas
Banca
Bandida
Ba+a
Barberena
Barquita
Barranco
Barrios
Basquetbal
Basura
Bata
Bate
Bateri*a
Beagle

137

No .

77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
92.
93.
94.
95.
96.
97.
98.
99.
100.
101.
102.
103.
104.
105.
106.
107.
108.
109.
110.
111.
112.
113.
114.
115.

ward

Bebe*
Bella Aurora
Betty
Bicicletas
Bicicletana
Blacky
Blanca
Blanca Nieves
Blusa

Boca

Bola

Balsa
Bolsitas
Bambita
Basque
Bota

Batas

Bate
Bato*n
Botancito
Braza
Brenda
Bull

Bulla
Caballito
Caballitos
Caballas
Cabeza
Caceri*a
Cacharrita
Cadena
Cafe*
Cajas
Cajo*n
Calcetines
Calentura
Calles
Calms
Calar

No.

116.
117.
118.
119.
120.
121.
122.
123.
124.
125.
126.
127.
128.
129.
130.
131.
132.
133.
134.
135.
136.
137.
138.
139.
140.
141.
142.
143.
144.
145.
146.
147.
148.
149.
150.
151.
152.
153.
154.
155.
156.
157.
158.
159.
160.
161.
162.

ward

Calzanes
Calzaneta
Camas
Camino
Caminas
Camianes
Camianeta
Camionetilla
Camitas
Campo
Canasti*a
Cancio*n
Canilla
Canillas
Can
Caperucita
Cara
Carcachita
Caricaturas
Carioca
Carlos
Carnita
Carnaval
Carnita
Carnitas
Carol
Carrera
Carreras
Carreritas
Carreta
Carril
Carrancito
Cartas
Cartillas
Casas
Cascaranes
Casita
Casa
Castillo
Catarro
Cebolla
Cementerio
Cemento
Centra
cepilla
Cerrita
Cerro

LIST D - (Cont'd.)

No.

163.
164.
165.
166.
167.
168.
169.
170.
171.
172.

173.'

174.
175.
176.
177.
178.
179.
180.
181.
182.
183.
184.
185.
186.
187.
188.
189.
190.
191.
192.
193.
194.
195.
196.
197.
198.
199.
200.
201.
202.
203.
204.
205.
206 O
207.
208.
209 a

138

word

Ce*sar
Chamarras
Charal

Chavarri*a
Chepe
Chicago

Chicle

Chitles
Chicas

Chila

China
-Chinchines

China
Chiqui
Chismes
Chispi*n
Chita
Chitardino
Chocas
Chofer
Chan
Chuchas
Chuchitas
Chuchitas
Chucho
Chuchas
Chumpa
Cincha
Cine
Cinta
Cinthya
Circa
Clara
Clases
Claudia
Coba*n
Coca
Cochinito
Cochinitas
Cacina
Cocinera
Coca
Cohete
Cohetes
Cola
Calaza
Calcha

No.

210.
211.
212.
213.
214.
215.
216.
217.
218.
219.
220.
221.
222.
223.
224.
225.
226.
227.
228.
229.
230.
231.
232.
233.
234.
235.
236.
237.
238.
239.
240.
241.
242.
243.
244.
245.
246 O
247 O
248.
249.
250.
251.
252.
253.
254.
255.
256.

Word

Colchita
Co*1era
Calita
Color
Columpias
Coma
Camidas
Comidita
Compota
Camunicacia*n
Concentrado
Cancha
Canchas
Caneja
Canejita
Canejo
Canejos
Connie
Constantino
Contreras
Copitas
Carazo*n
Corda*n
Corral
Carredor
Carridas
Cositas

.Crema

Cuartos
Cubetas
Cucharitas
Cuchi
Cuchilla
Cuenta
Cuentecito
Cuerda
Cueva
Culebra
Cumplea+as
Cuna

Cunas
Cunita
Cuty
Dagoberta
Dari*a
Desayuna
Desire*e

139

LIST D - (Cont'd.)

Na. ward‘ Na. ward No. Word
257. Dibujos 304. Espiga 351. Ganchas
258. Dientes 305. Esqueletas 352. Gary
259. Dinera 306. Esquipulas 353. Gatas
260. Disco 307. Estados 354. Gati*a
261. Discos 308. Esteban ~ 355. Gatita
262. Disney world 309. Estrellitas 356. Gatitas
263. Dixy 310. Estuarda 357. Gaveta
264. Doberman 311. Estufa 358. Geno
265. Doctor 312. Eugenia 359. Gentes
266. Da*1sres 313. Eugenio 360. Ceavanni
267. Domingo 314. Eulalio 361. Gigante
268. Domitilo 315. Eva 362. Gigantes
269. Do+s 316. Evelyn 363. Ginsa
270. Doris 317. Fa*brica 364. Giavana
271. Dulces 318. Familis 365. Giovanni
272. Dulcito 319. Fantasi*a 366. Gal
273. Duque 320. Fella 367. Gales
274. Durslux 321. Feriado 368. Grabadaras
275. Edgar 322. Ferna*ndez 369. Grace
276. Edificia 323. Fideo 370. Grads
277. Edificias 324. Fideos 371. Gradas
278. Edna 325. Fiesta 372. Grams
279. Edward 326. Figueroa 373. Gritos
280. Edwin 327. Fila 374. Guarda
281. Electricidad 328. Filas 375. Guardiani*s
282. Elefante 329. Fin 376. Guatemala
283. Elefantes 330. Finca 377. Gfiicha
284. Elena 331. Flipper 378. Gfiisquil
285. Elisa 332. Fonda 379. Guisela
286. Elmer 333. Forros 380. Guitarra
287. Elate 334. Fo*sforos 381. Habitacio*n
288. Ensnito 335. Fatas 382. Habitas
289. Ensnitos 336. Francisco 383. Fall
290. Enferma 337. Freddy 384. Helados
291. Enfermera 338. Fresco 385. Helico*ptero
292. Ensalada 339. Frijol 386. Hembras
293. Erick 340. Frijolitos , 387. Hemarragia
294. Ernesto 341. Fri*o 388. Hermanitas
295. Escenario 342. Fruta 389. Hermanate
296. Escaba 343. Fufu 390. Iierra
297. Escandite 344. ,Fulminantes 391. Hija
298. Escuelita 345. Futbal 392. Hijos
299. Escupelos 346. Gaby 393. Hijitos
300. Espalds 347. Galleta 394. Hipo*droma
301. Espejito . 348. Galletas 395. 1ip0p0*tanos
302. Esperanza 349. Gallina 396. Histaria

303. Espe*rese 350. Ganas 397. Historias

No.

398.
399.
400.
401.
402.
403.
404.
405.
406.
407.
408.
409.
410.
411.
412.
413.
414.
415.
416.
417.
418.
419.
420.
421.
422.
423.
424.
425.
426.
427.
428.
429.
430.
431.
432.
433.
434.
435.
436.
437.
438.
439.
440.
441.
442.
443.
444.

Word

Hocica
Hojsldrss
Hojas
Hombre
Hombres
Hora
Harmigas
Hartensis
Hot Dog
Hoyita
Hayo
Hoya*n
Hayos
Huesa
Huevas
Idiomas
Ileana
Incatecu
Indios
Industria
Ine*s
Infierno
Inflador
Ingle*s
Invitados
Inyecciones
Irene
Iris

Isa
Isabel
Isla
Iva*n
Ixnoca
Jacks
Jacobo
Jaime
Janet
Jarabe
Jardi*n
Jardinero
Jardines
Jauls
Jeep
Jessica
Jesu*s
Johanna
Jose*

140

LIST D - (Cont'd.)

445. Juanita

446. Jueves

447. Jugo

448. Juguetitos
449. Julia

450. Julia

451. Kung Pu

452. Labias
453. Lacky
454. Lados

455. Ladra*n
456. Ladranes

457. Lady
458. Lagos
459. Laika

460. Lancha

461. Lanchas

462. Latas

463. Lavadera
464. Lavadar
465. Lavamas

466. Lavan
467. Laza
468. Lenax

469. Le+ador

470. Lea*n
471. Leonel

472. Leticia

473. Letras

474. Libra
475. Libros
476."Licha
477. Licor
478. Lida
479. Liki*n
480. Lila
481. Lilly

482. Limo*n

483. Limpieza
484. Li*ness

485. Lionel

486. Lita
487. Liza
488. Llano

489. Llanta

490. Llantas

491. Llave

No.

492.
493.
494.
495.
496.
497.
498.
499.
500.
501.
502.
503.
504.
505.
506.
507.
508.
509.
510.
511.
512.

‘ 513.

514.
515.
516.
517.
518.
519.
520.
521.
522.
523.
524.
525.
526.
527.
528.
529.
530.
531.
532.
533.
534.
535.
536.
537.
538.

Ward

Lobo

Loco

Lora

Las A*ngeles
La*pez
Lotty
Lucky
Lucrecia
Luego
Luis

Lula

Luz
Machas
Machu
Madera
Madrina
Maestra
Magdalena
Maite*
Mal
Maldonado
Malls
Mamai*ta
Mama*s
Mami
Mamits
Mangos
Mano
Manas
Mansilla
Mantequilla
Manuel
Manzana
Ma+ana
Ma+anas
Ma+anitas
Mapache
Ma*quinas
Maquinitss
Mar
Marcadar
Marcela
Marco
Marcos
Mariana
Mariana

Maribel

No.

539.
540.
541.
542.

543.

544.
545.
546.
547.
548.
549.
550.
551.
552.
553.
554.
555.
556.
557.
558.
559.
560.
561.
562.
563.
564.
565.
566.
567.
568.
569.
570.
571.
572.
573.
574.
575.
576.
577.
578.
579.
580.
581.
582.
583.
584.
585.

Hard

Mariel
Marielle
Marihuano
Marily
Marina
Maria
Msrisela
Marita
Maritza
Marrsno
Marta
Marte
Marti*
Maruja
Marvin
Marzo
Mass
Ma*scsra
Matema*ticas
Matilde
Mauricio
Mayra
Medicine
Mela*n
Memi*n
Mendize*ba1
Mentiritas
Mercedes
Mesita
Me*xico
Miami
Micas
Micra*fano
Miedoso
Mie*rcoles
Miga
Migss
Minuto
Miquito
Miriam
Miri*n
Mancada
Manedera
Ma*nics
Montessori
Monto*n
Mascas

LIST D - (Cont'd.)

No .

586.
587.
588.
589.
590.
591.
592.
593.
594.
595.
596.
597.
598.
599

600.
601.
602.
603.
604.
605.
606.
607.
608.
609.
610.
611.
612.
613.
614.
615.
616.
617.
618.
619.
620.
621.
622.
623.
624.
625.
626.
627.
628.
629.
630.
631.
632.

141

ward

Mati*a
Mata
Motor
Muchachas
Muchachito
Muchachitos
Mujer
Mujeres
Mu+eco
Mu+ecas
Mu+equita
Mu+equito
Mu+equitos
Hacimienta
Nadie
Nalgas
Nana

Nanny
Naranja
Naranjes
Nariz
Navidsd
Nena
Necampuncito
Negro

Nel

Nena
Nenita
Ne*stor
Nidia

Nido
Nieves

N ins
Ni+ito
Ni+o

Ni+as
Nachebuena
Naemi*
Nudo
Nu*mero
Oficiales
Oficina
Oja

Olga

Ollas

Omar
0rdo*+es

No.

633.
634.
635.
636.
637.
638.
639.
640.
641.
642.
643.
644.
645.
646 .
647.
648.
649.
650.
651.
652.
653.
654.
655.
656.
657.
658.
659.
660.
661.
662.
663.
664.
665.
666.
667.
668.
669.
670.
671.
672.
673.
674.
675.
676.
677.
678.
679.

Word

Oreja
Orellena
Orilla
Orlando
Oro

Oss

Oscar
Osito
Otras
Otras

Otto
Pachita
Pai*s
Pajarita
Pajaritos
Pals
Palabras
Palencas
Palo
Palamas
Palas

Pan
Panaderi*a
Paname*
Panes
Pantalones
Pantera
Panza

Pan American
Pa+alera
Pa+ue1itos
rapai*to
Papas
Papa*s
Papel
Papeles
Papelito
Papelitas
Papito
Papa
Parade
Paradillas
Paredes
Parque
Parte
Partes
Paseo

142

LIST D - (Cont'd.)

No. word No. Word 20. Word
680. Pesos 727. Piecitas 774. Pulsera
681. Psstillas 728. Piedra 775. Puntite
682. Pastor 729. Piedras 776° Puntitos
683. Pastor Alema*n 730. Piedri*n 777. Pus
684. Patio 731. Pierne 778. Queso
685. Pstito 732. Pies 779. Quesos
686. Patitas 733. Pijame 780. Quetzeles
687. Patojito 734. File 781. Quica
688. Patojo 735. Piles 782. Rebia
689. Patas 736. Pinky 783. Radio
690. Pstrulla 737. Pinacho 784. Rama
691. Patty 738. Piscina 785. Ramiro
692. Pavo Reales 739. Piscinas 786. Ramo*n
693. Peyasadas 740. Pisa 787. Rates
694. Peyeso 741. Pistols 788. Ratita
695. Psyssos 742. Pistolsa 789. Rato
696. Pecas 743. Pitills 790. Rato*n
697. Pecera 744. Pitillas 791. Retancita
698. Peces 745. Plan 792. Retoncita
699. Pecho 746. Plants 793. Retones
700. Pecos Bill 747. Pla*sticas 794. Reyes
701. Pedacito 748. Pla*teno '795. Rayitas
702. Pedacitas 749. Pla*tanos 796. Rayo
703.v Pedazos 750. Plateado 797. Ray 0 Vac
704. Pedro 751. Plato 798. Rebeca
705. Pegs Pegs 752. Platos 799. Refeccio*n
706. Pe1i*cu1a 753. Plays 800. Refineri*e
707. Pellejos 754. Plaza Se*semo 801. Rega+o
708. Pelo 755. Paco 802. Relaj
709. Pelotss 756. Polici*e 803. Rene*
710. Pepe 757. Polici*as 804. Resbaladero
711. Pepitas 758. Pollito 805. Retezos
712. Peque+o 759. Pollitos 806. Rex
713. Peque+os 760. Pollas 807. Ricky
714. Periquita 761. Polvo 808. Rifle
715. Periquitas 762. Poppy 809. Roberto
716. Permiso 763. Porteri*e 810. Romelia
717. Parts 764. Paste 811. Ronda
718. Perrers 765. Pozo 812. Ropero
719. Perrita 766. Primite 813. Ropite
720. Perrate 767. Primitas 814. Rose
721. Pescaditos 768. Primos 815. Rosalba
722. Pescada 769. Puente 816. Rasi
723. Pescados 770. Puerto 817. Roxana
724. Pete*n 771. Pulgarcito 818. Rudy
725. Pick Up 772. Pulges 819. Ruedas

726. Pie 773. Pulguitas 820. Rueditas

No .

821.
822.
823.
824.
825.
826.
827.
828.
829.
830.
831.
832.
833.
8340
835.
836.
837.
838.
839.
840.
841.
842.
843.
844.
845.
846.
847.
848.
849.
850.
851.
852.
853.
854.
855.
856.
857.
858.
859.
860.
861.
862.
863.
864.
865.
866.
867.

Word

Ruido

Saab
Sa*beda
Se*bedos
Sa*bana
Sa*banes
Secs

Sacha
Sacos

Sela
Salchicha
Salchichas
Samojeb
San Cristo*bal
Sandi*a
Sandra
Sandwich
Sengre

San Marcos
Santa

Sepa
Sastreri*a
Se+ares
Se+orita
Sergio
Silla
Sillas
Silvia
Sirvienta
Sol
Saldaditos
Saldado
Sombra
Sombrero
Sonia

Sosa

Suelo
Sue*ter
Supermercsda
Tacitas
Taco*n
Tamal
Tanque
Tanya
Tarde
Tarza*n
Tauro

LIST D - (Cont'd.)

No.

868.
869.
870.
871.
872.
873.
874.
8750
876.
877.
878.
879.
880.
881.
882.
883.
884.
885.
886.
887.
888.
889.
890.
891.
892.
893.
894.
895.
896.
897.
898.
899.
900.
901.
902.
903.
904.
905.
906.
907.
908.
909.
910.
911.
912.
913.
914.

143

Ward

Tecu*n Uma*n

Televisio*n
Terminal
Terraza
Ti*es
Tiburo*n
Tiempo
Tienda
Tierra
Tina

Ti*a

Tiro

Tito
Taalla
Tacediscos
Taffy

Tana

Tapo Ciggio
Tarno

Taro Gil
Toras
Torre
Tortilla
Tortillas
Tortitas
Tortuga
Tortugas
Tos
Tractor
Trapa
Trastecitos
Travesuras
Tren
Trencito
Triciclo
Trazos
Tuero
Tumbadar
Tux
Tzumux
U*ltima
Universidad
U+as

Uri

Vacs
Veces
Vacuna

No.

915.
916.
917.
918.
919.
920.
921.
922.
923.
924.
925.
926.
927.
928.
929.
930.
931.
932.
933.
934.
935.
936.
937.
938.
939.
940.
941.
942.
943.
944.
945.
946.
947.
948.
949.
950.
951.
952.
953.
954.
955.
956.
957.
958.
959.
960.
961.

110 rd

Vempiros
Vanessa
Vaquero
Vaqueros
Vargas
Varanes
Vasita
Va*squez
Vecinded
Vecinos
Vega
Velacidad
Venadito
Veneda
Venena
Ventana
Verdura
Verduras
Vera
Vestidito
Vestiditas
Vestida
Vicky
Vidrio
Vidrios
Viejito
Viejo
Vienta
Viernes
Vilma
Villa Nueve
Visits
Viva
Volibol
Volks Wagen
Voz
Vueltas
Waldemar
Walter
welt Disney
William
Wisky
Yuyu
Zacate
Zaida
Zanehoria
Zancadilla

No.

962.
963.
964.
965.
966.

VERBS

967.
968.
969.
970.
971.
972.
973.
974.
975.
976.
977.
978.
979.
980.
981.
982.
983.
984.
985.
986.
987.
988.
989.
990.
991.
992.
993.
994.
995.
996.
997.
998.
999.

1000.

1001.

1002.

word

Zapatero
Zapata
Zapatas
Zone

Zuky

Abrszo*
Abre
Abren
Abri*an
Abrieron
Acaba
Acerco
Acerco*
Acostamas
Acuerda
Acuestan
Acuesto
Agerrsmas
Agerran
Agarre*
Agerren
Agarraron
Aguante
Ahago*
Almorzamas
Almuerzs
Amarraban
Amarramos
Anda
Anda*
Anda*bsmas
A*ndste
Anda
Apache
Apaga
Aparecio*
Apretabs
Apunto*
Apu+a1sron
Ara+o*
Arms

LIST D - (Cont'd.)

No .

1003.
1004.
1005.
1006.
1007.
1008.
1009.
1010

1011

1012.
1013.
1014.
1015.
1016.
1017.
1018.
1019.
1020.
1021.
1022.
1023.
1024.
1025.
1026.
1027.
1028.
1029.
1030.
1031.
1032.
1033.
1034.
1035.
1036.
1037.
1038.
1039.
1040.
1041.
1042.
1043.
1044.
1045.
1046.
1047.
1048.
1049.

144

ward

Arranceba
Arranco*
Arrebatan
Arregle
Arrojaba
Arrojara
Asustaba
Atravesa*
Avisaran
Ayuds
Ayudaba
Ayudan
Ayudaran
Ayuda
Baja
Bajaran
Beje*
Ba+amos
Ba+an
Be+o
Barre
Barre*
Barri*
Barri*e
Barrio*
Batsron
Bate
Bota*
Brincaba
Brincan
Buscaron
Cae

Caen

Cai*
Cai*a
Cai*en
Caigo
Calentaron
Callan
Calma*
Cambia
Cambiaron
Cambio*
Camins
Caminan
Camino
Cansa

Na.

1050.
1051.
1052.
1053.
1054.
1055.
1056.
1057.
1058.
1059.
1060.
1061.
1062.
1063.
1064.
1065.
1066.
1067.
1068.
1069.

1071.
1072.
1073.
1074.
1075.
1076.
1077.
1078.
1079.
1080.
1081.
1082.
1083.
1084.
1085.
1086.
1087.
1088.
1089.
1090.
1091.
1092.
1093.
1094.
1095.
1096.

Ward

Canse*
Cantaba
Csrga
Cergaba
Cargan
Cargo
Cargue
Cargue*
Cayera
Cayeron
Cazaba
Cazo*
Cepilla
Cerro*
Chilla*
Chorreaba
Chupa
Cobra
Cace
Cocieron
Cacina
Cage
Cogieron
Cogio*
Come
Comen
Comi*
Comi*a
Comi*en
Comienzan
Comiera
Comieron
Comimas
Comio*
Compone
Compra
Comprabe
Compramos
Compren
Campre*
Compusieron
Campuso
Conoci*a
Conseguimas
Consiguia*
Cantaba
Conta*

Na.

1097.
1098.
1099.
1100.
1101.
1102.
1103.
1104.
1105.
1106.
1107.
1108.
1109.
1110.
1111.
1112.
1113.
1114.
1115.
1116.
1117.
1118.
1119.
1120.
1121.
1122.
1123.
1124.
1125.
1126.
1127.
1128.
.1129.
1130.
1131.
1132.
1133.
1134.
1135.
1136.
1137.
1138.
1139.
1140.
1141.
1142.
1143.

Word

'Corre

Corren
Corri*
Carri*a
Corri*amas
Carto*
Case
Crei*a
Crea
Crezcs
Cruza
Cruzan
Cuida
Cuidamos
Cumpli*
Cumplimas
Cumplia*
Cura*
Dabs
Da*bamas
Demos
Dari*s
De*
Debi*amas
Deci*an ‘
Decimas
Dejebs
Deja*bamos
Dejaban
Dejamos
Dejaran
Dejo

Deja*

Deme

Den
Desaparecia*
Dessrma*
Desats
Descargo*
Descompuso
Descuida*
Desinflabe
Desinfla*
Despertamos
Despertsste
Despertate
Desperta*

LIST D - (Cont'd.)

Na.

1144.
1145.
1146.
1147.
1148.
1149.
1150.
1151.
1152.
1153.
1154.
1155.
1156.
1157.
1158.
1159.
1160.
1161.
1162.
1163.
1164.
1165.
1166.
1167.
1168.
1169.
1170.
1171.
1172.
1173.
1174.
1175.
1176.
1177.
1178.
1179.
1180.
1181.
1182.
1183.
1184.
1185.
1186.
1187.
1188.
1189.
1190.

145

ward

Despierta
Despierta
Detienen
Dicen
Dieran
Dij eran
Dijimos
Dimos

Dia
Dizfraza*
Dispera
Dispareba
Disparamos
Disparo*
Dali*a
Dalio*
Darmi*
Dormi*a
Dormimos
Duels
Duele
Durmia*
Echa*bamos
Echamos
Echaran
Eche
Embraco*
Empezaba
Empezo*
Empieza
Empiezan
Empujaron
Empujo*
Enciende
Encantre*
Encantra*
Enferma
Enferme*
Enfermo*
Enga+o
Enge+o*
Ense+eron
Ense+o*
Ensucia
Ensuciabsn
Ensucio
Ensucio*

No.

1191.
1192.
1193.
1194.
1195.
1196.
1197.
1198.
1199.
1200.
1201.
1202.
1203.
1204.
1205.
1206.
1207.
1208.
1209.
1210.
1211.
1212.
1213.
1214.
1215.
1216.
1217.
1218.
1219.
1220.
1221.
1222.
1223.
1224.
1225.
1226.
1227.
1228.
1229.
1230.
1231.
1232.
1233.
1234.
1235.
1236.
1237.

ward

Entre
Entraben
Entramos
Entran
Entre*
Entren
Eres
Escapo*
Escande
Escandere*
Escondi*
Escondieran
Escondio*
Estabas
Estemos
Este*
Estemos
Este*n
Estudie
Estudian
Estuve
Estuvo
Existio*
Febri*ca
Falta
Faltan
Fijamas
Fi*jate
Fijo*
Formaran
Fuera
Fueron
Gena
Gena
Golpearan
Golpe*e
Golpeo*
Gritan
Grito*
Guarda
Gustaba
Habla
Hablan
Hacemas
Haci*a
Hage
Hega

snug-ht‘p-nrgw- as! u. n 'UaM‘W'Irfi’j
(

No.

1238.
1239.
1240.
1241.
1242.
1243.
1244.
1245.
1246.
1247.
1248.
1249.
1250.
1251.
1252.
1253.
12540
1255.
1256.
1257.
1258.
1259.
1260.
1261.
1262.
1263.
1264.
1265.
1266.
1267.
1268.
1269.
1270.
1271.
1272.
1273.
1274.
1275.
1276.
1277.
1278.
1279.
1280.
1281.
1282.
1283.
12840
1285.

Word

Hays
Hice
Hiciera
Hicie*ramas
Hicieron
Hicimas
Hines
Huele
Hui*a
Inflaban
Infleron
Interne*
Interrumpa
Invitaron
Jala
Juga*
Jugaba
Jugs*bamos
Jugaban
Jugsran
Jugo*
Jugue*
Lsdre
Leva*bemas
Levanta
Limpie*
Llaman
Lleme
Llame*
Llama
L1ama*
Llegabs
Legamas
Llegan
Llegaron
Llegue*
Llena*
Lleva
Llevaba
Llevsmos
Llevan
Llevanda
Lleva
Llors
Llarsba
Llaran
Llare*
Llora*

LIST D - (Cont'd.)

Ila.

1286.
1287.
1288.
1289.
1290.
1291.
1292.
1293.
1294.
1295.
1296.
1297.
1298.
1299.
1300.
1301.
1302.
1303.
1304.
1305.
1306.
1307.
1308.
1309.
1310.
1311.
1312.
1313.
1314.
1315.
1316.
1317.
1318.
1319.
1320.
1321.
1322.
1323.
1324.
1325.
1326.
1327.
1328.
1329.
1330.
1331.
1332.
1333.

146

Maltreta

Manda

Mendaba
Mandan
Mandaron
Manej e

Mato*
Mete

Metemas

Meten

Meti*a
Metieron
Metimos

Meta
Mira

Miraba
Miramos

Miran
Mirsr
Mire*
Miro*
Maja

Mojemos
Molestaba
Molestamos
Molestan
Molesta*

Manta

Montemos
Monte*

Mant6

Morder
Mardi*a
Mori*a
Muerden

Muere
Mueve
Naci*

Neciera
Nacia*
Necesita

Oi*a
0i*an

Di*mas
Olvids
01vido*
Operan
Opero*

130.

1334.
1335.
1336.
1337.
1338.
1339.
1340.

131110

1342.
1343.
1344.
1345.
1346.
1347.
1348.
1349.
1350.
1351.
1352.
1353.
1354.
1355.
1356.

1357a

1358.
1359.
1360.
1361.
1362.
1363.
1364.
1365.
1366.

1367.

1368.
1369.
1370.
1371.
1372.
1373.
1374.
1375.
1376.
1377.
1378.
1379.
1380.
1381.

Word

Orina
Page
Pago*
Pareba
Paremos
Peran
Pare*
Parece
Parecen
Pareci*a
Peres
Perezco
Para*
Pertieron
Pertie*ramas
Pertimas
Pertia*
Pasaba
Pesamos
Pasan
Pese*e
Pegaban
Pegamos
Pegaron
Pego
Pegue*
Peino*
Peleen
Pelea
Pellizca*
Penso*
Perdieran
Perdimos
Persigue
Pesceba
Pescs*bamas
Pescaban
Piden
Pienss
Pierde
Pints
Pintamas
Pinte*
Pinto
Plancha
Pademas
Podi*a
Podi*amos

Na.

1382.
1383.
1384.
1385.
1386.
1387.
1388.
1389.
1390.
1391.
1392.
1393.
1394.
1395.
1396.
1397 .
1398.
1399.
1400.
1401.
1402.
1403.
1404.
1405.
1406.
1407.
1408.
1409.
1410.
1411.
1412.
1413.
1414.
1415.
1416.
1417.
1418.
1419.
1420.
1421.
1422.
1423.
1424.
1425.
1426.
1427.
1428.

Word

Padi*an
Padra*
Panemos
Ponen
Panga
Poni*a
Pani*amas
Parte
Partan
Porto
Preguntaron
Pregunte*
Pregunto*
Presta
Preste*
Pre*steme
Presto
Probe*
Pudieron
Pudo
Pueden
Pusa
Quebre*
Quebro*
Quedaba
Quedamos
Quedan
Quedaron
Quede*
Quema
Queman
Quemo*
Queri*amas
Queri*sn
Quiera
Quise
Quisieran
Quisa
Quits
Quitamas
Quitan
Quita*ndasels
Quitsron
Quite*
Quito
Quito*
Raja*

LIST D - (Cant'd.)

Na .

1429.
1430.
1431.
1432.
1433.
1434.
1435.
1436.
1437.
1438.
1439.
1440.
1441.
1442.
1443.
1444.
1445.
1446.
1447.
1448.
1449.
1450.
1451.
1452.
1453.
1454.
1455.
1456.
1457.
1458.
1459.
1460.
1461.
1462.
1463.
1464.
1465.
1466.
1467.

1468.

1469.
1470.
1471.
1472.
1473.
1474.
1475.

word

Raspe*

Recogieron

Recogia*
Recagiste
Recojo

Recartamas

Recuerda
Recuerdo

Refaccione*

Regalemos
Regalara
Rega+a*

Rega*ramos

Regresa
Regreso*
Regue*
Rei*a
Resbale*
Results
Robe
Robaran
Roba*
Rodaba
Rompi*
Rompieron
Rose
Sabes
Sabi*a
Saca
Sacamos
Sacan
Sacsron
Saco
Seca*
Salen
Salgo
Sa1i*
Sa1i*a
Sali*amos
Sali*an
Seliera
Salieron
Selimos
Salts
Seltaba
Seltan
Selto*

No.

1476.

1477.
1478.
1479.
1480.
1481.
1482.
1483.
1484.
1485.
1486.

1487.

1488.
1489.
1490.
1491.
1492.
1493.
1494.
1495.

7 1496.

1497.
1498.
1499.
1500.
1501.
1502.
1503.
1504.
1505.
1506.
1507.
1508.
1509.
1510.
1511.
1512.
1513.
1514.
1515.
1516.
1517.
1518.
1519.
1520.
1521.
1522.

Ward

Seque
Seque*
Sea
Segui*a
Sembraron
Sembro*
Sentamos
Sentar
Senti*
Senti*an
Separa
Seque
Sera*n
Seri*s
Servi*a
Siento
Sigue
Siguen
Siguia*
Sintio*
Sirve
Sabra
Soltabs
Salte*
Solto*
Sonaba
So+e*
Sople*
Sube
Subia*
Suelen
Suelta
Sueltan
Suens
Sue+o
Teparan
Tardaba
Termine
Termine*
Termino*
Tienes
Tiente
Tire
Tirebs
Tiramos
Tiran
Tire*

No.

1523.
1524.
1525.
1526.
1527.
1528.
1529.
1530.
1531.
1532.
1533.
1534.
1535.
1536.
1537.
1538.
1539.
1540.
1541.
1542.
1543.
1544.
1545.
1546.
1547.
1548.
1549.
1550.
1551.
1552.
1553.
1554.
1555.
1556.
1557.
1558.
1559.
1560.
1561.
1562.
1563.
1564.
1565.
1566.
1567.
1568.
1569.

word

Tiro*
Toca
Toco*
Tamaba
Toman
Tamaron
Taps
Trabajeba
Trabajan
Trabaja*
Tree
Traen
Trago*
Trai*sn
Trapea
Tuve
Tuvie*ramos
Tuvieron
Tuvimas
Usa
Vacie*
Vas

Vaya
Vemos
Ven
Venden
Vendieran
Vendieron
Vendia*
Venga
Veni*amos
Veni*en
Venimos
Veo

Vi
Vienen
Viera
Vimas
Vine
Viniera
Vinieron
Via
Vivi*s
Vivi*an
Vivimos
Viva
Volo*

LIST D - (Cont'd.)

148

No. Word
1570. Volvemos
1571. Volvi*a
1572. Volvieron
1573. Volvia*
1574. Vomito*
1575. Vuelve
1576. Vuelvo
1577. Yendo
ADJECTIVES
1578. Abierte
1579. Abierta
1580. Afligidas
1581. Alegres
1582. Alema*n
1583. Algunas
1584. Alta
1585. Alta
1586. Amarillito
1587. Amarillo
1588. Amarillos
1589. Ambos
1590. Americana
1591. Aquella
1592. Asade
1593. Asustadas
1594. Australians
1595. Aute*ntico
1596. Azul
1597. Azules
1598. Bebido
1599. Blanca
1600. Blancas
1601. Bonita
1602. Bonita
1603. Bonitos
1604. Buenss
1605. Buena
1606. Buenos
1607. Cafe*
1608. Calientito
1609. Canssda
1610. Canssda

No.

1611.
1612.
1613.
1614.
1615.
1616.
1617.
1618.
1619.
1620.
1621.
1622.
1623.
1624.
1625.
1626.
1627.
1628.
1629.
1630.
1631.
1632.
1633.
1634.
1635.
1636.
1637.
1638.
1639.
1640.
1641.
1642.
1643.
1644.
1645.
1646.
1647.
1648.
1649.
1650.
1651.
1652.
1653.
1654.
1655.
1656.
1657.

Word

Catarce
Cerrada
Chiquiti*a
Chiquiti*a
Chiquiti*as
Chiquitita
Chiquititi*e
Chiquitita
Chiquititos
Cien

Clara
Colaradas
Completita
Campuestas
Contenta
Cuaches
Cuechitos
Cuadrado
Cualquier
Descompuesto
Descosido
Despierta
Dieciocha
Dieciseis
Diez
Difi*cil
Dormide
Dormido

Dos

Dulce

Duro
Ele*ctricos
Enferma
Enferma
Enarme
Ensertadas
Envenenada
Esas

Estos
Estrellados
Fee

Feliz

Feo
France*s
Frita
Fuerte
Gordito

N00

1658.-

1659.
1660.
1661.
1662.
1663.
1664.
1665.
1666.
1667.
1668.
1669.
1670.
1671.
1672.
1673.
1674.
1675.
1676.
1677.
1678.
1679.
1680.
1681.
1682.
1683.
1684.
1685.
1686.
1687.
1688.
1689.
1690.
1691.
1692.
1693.
1694.
1695.
1696.
1697.
1698.
1699.
1700.
1701.
1702.
1703.
1704.

Word

Gordo
Gran
Grandecito
Grendate
Grandotes
Grave
Guatemalteca
Iguales
Igualita
Jugueta*n
Largs
Largo
Limpias
Lindas
Lista
Mala
Marcsda
Media
Mejar
Mensa
Mera
Mi*s
Misma
‘Mismss
Mojada
Mojada
Mantsdo
Machs
Muchas
Muchi*simos
Mnerto
Muertos
Necia
Negra
Negres
Negro
Nerviasa
Ninguna
Ninguna
Nuevas
Nueve
Nueva
Ocho
Octave
Once
Operada
Otras

LIST D - (Cont'd.)

No.

1705.
1706.
1707.
1708.
1709.
1710.
1711.
1712.
1713.
1714.
1715.
1716.
1717.
1718.
1719.
1720.
1721.
1722.
1723.
1724.
1725.
1726.
1727.
1728.
1729.
1730.
1731.
1732.
1733.
1734.
1735.
1736.
1737.
1738.
1739.
1740.
1741.
1742.
1743.
1744.
1745.
1746.
1747.
1748.
1749.
1750.
1751.

149

Ward

Panzuda
Parados
Pegadas
Pegado
Peleonera
Peque+a
Peque+ita
Peque+a
Peque+os
Pla*sticas
Plateado
Pobre
Paco
Poquiti*o
Poquito
Preso
Primera
Pure
Ra*pida
Rare
Redondo
Rico
Ricos
Raja
Rojas
Raja
Rojas
Rance
Ross
Rubia
Sebrasas
Salads
Salido
Secss
Segunda
Segundo
Siete
Tsnta
Tsntos
Tercera
Tiernits
Traviesa
Trece
Treints
Treinticinca
Treintinueve
Tremenda

No.

1752.
1753.
1754.
1755.
1756.
1757.
1758.

ADVERBS

1759.
1760.
1761.
1762.
1763.
1764.
1765.
1766.

‘1767.

1768.
1769.
1770.
1771.
1772.
1773.
1774.
1775.
1776.
1777.
1778.
1779.
1780.
1781.
1782.
1783.
1784.
1785.
1786.
1787.
1788.
1789.
1790.
1791.
1792.

Word

Triste

Tu
U*ltims
Unidas
Veloz
Verdeders
Viejo

19391 3n"; .1‘ .'"~fi-' (mi!

.. i
V‘;
a.

Acaso
Adelante
Afuers
Ahi*
Anoche
Aquel
Arriba
Arribits
Au*n
Ayer
Bastante
Bastentes
Casi
Cerquits
Cua*ntas
Dema*s
Demssisdo
Dentra
Detrs*s
Da*nde
Encima
Enfrente
Hay
Junta
Mal
Media
Major
Menos
Mientras
Nunca
Par que*
Quie*n
Quie*nes
Repente

I
r

arc-.1;

No.

1793.
1794.
1795.
1796.
1797.
1798.
1799.

ward

Sin
Siquiera
Sabre
Tslvez
Tarde
Tsrdi*sima
Temprsno

PRONOUNS

1800.
1801.
1802.
1803.
1804.
1805.
1806 .
1807.
1808.
1809.

E*ste
Esta
E*stos
Mi*o
Mi*as
Nosatras
Os

Tu*
Usted
Vas

VERBOIDS

1810.
1811.
1812.
1813.
1814.
1815.
1816.
1817.
1818.
1819.
1820.
1821.
1822.
1823.
1824.
1825.
1826.
1827.

Abrir
Acostada
Acostada
Acostadas
Acastsr
Agarrsr
Amanecido
Amarrsda
Amarrados
Amarrar
Apachsndo
Apagar
Arrancanda
Arreglando
Arreglar
Atrspsr
Averiguando
sterse

LIST D - (Cont'd.)

Na .

1828.
1829.
1830.
1831.
1832.
1833.
1834.
1835.
1836.
1837.
1838.
1839.
1840.
1841.
1842.
1843.
1844.
1845.
1846.
1847.
1848.
1849.
1850.
1851.
1852.
1853.
1854.
1855.
1856.
1857.
1858.
1859,
1860.
1861.
1862.
1863.
1864.
1865.
1866.
1867.
1868.
1869.
1870.
1871.
1872.
1873.
1874.

150

ward

Ba+ar
Be+srse
Barter
Berrienda
Batsdo
Buscando
Cser
Caerme
Caerse
Caminsnda
Caminer
Canter
Csrgsr
Cabrer
Cocinar
Coger
Cagienda
Comerme
Comiendo
Componer
Comprado
Camprsndo
Camprsrla
Comprarle

Compra*rse1os

Conterle
Carrer
Carter
Coser
Crecienda
Cuidando
Cuidar
Cumplir
Cureda
Curanda
Curar
Danda
Darme
Decir
Dejanda
Dejar
Desayunar
Descsnsando
Desinflanda
Destruida
Dicha
Diciendo

Na.

1875.
1876.
1877.
1878.
1879.
1880.
1881.
1882.
1883.
1884.
1885.
1886.
1887.
1888.
1889.
1890.
1891.
1892.
1893.
1894.
1895.
1896.
1897.
1898.
1899.
1900.
1901.
1902.
1903.
1904.
1905.
1906.
1907.
1908.
1909.
1910.
1911.
1912.
1913.
1914.
1915.
1916.
1917.
1918.
1919.

1920.

1921.

ward

Durmiendo
Echar
Empatanda
Empujar
Encadensdo
Encender
Encontrar
Engordsndo
Ense+arle
Ensucisnda
Ensucisr
Entranda
Entrar
Entrarnos
Escander
Escribir
Escrita
Estanda
Estornudar
Estudiando
Estudisr
Funcianer
Gsstar
Grabsr
Gusrdsda
Hablando
Ida
Inventsda
Irnas
Lanzar
Llamar
Llegsr
L1eva*rselas
Llorsndo
Mendsr
Manejando
Manejsr
Mater
Meter
Mojar
Molestando
Molestar
Mardiendo
Mover
Nacer
Nader
Operar

 

Na.

1922.
1923.
1924.
1925.
1926.
1927.
1928.
1929.
1930.
1931.
1932.
1933.
1934.
1935.
1936.
1937.
1938.
1939.
1940.
1941.
1942.
1943.
1944.
1945.
1946.
1947.
1948.
1949.
1950.
1951.
1952.
1953.
1954.
1955.
1956.
1957.
1958.
1959.
1960.
1961.
1962.
1963.
1964.
1965.
1966.
1967.

ward

Oyenda
Parsr
Pasar
Paseando
Pasesr
Pegando
Pegar
Pegsrles
Pegarme
Peleando
Pelear
Pellizcando
Pensando
Penser
Perder
Platicando
Poder
Poner
Ponerlas
Ponernos
Panerse
Paniendo
Preguntsndo
Prestar
Quedar
Quemando
Rayanda
Rebsssnda
Recoger
Recagiendo
Regalada
Regar
Regressdo
Robado
Robando
Rabar
Romper
Saber
Secsnda
Sacar
Salirme
Salter
Sido
Salter
Sonrienda
Sucedido

151

LIST D - (Cont'd.)

No.

1968.
1969.
1970.
1971.
1972.
1973.
1974.
1975.
1976.
1977.
1978.
1979.
1980.
1981.
1982.
1983.
1984.
1985.
1986.

word Na.

Temblanda 2002. Shh
Tener 2003. Sht
Tira*ndalo 2004. Uhh
Tirar 2005. Vaya
Tirs*rmelo

Tocsr

Tomanda

Tamar

Trserla

Trapesr

Vecunarme

Vender

Vendiendo

Venir

Venirse

Vienda

Vivir

Volanda

Volsr

RELATORS

1987.
1988.
1989.
1990.
1991.

Adems*s
Desde
Entre
O
Quien

INTERJECTIONS

1992.
1993.
1994.
1995.
1996.
1997.
1998.
1999.
2000.
2001.

Ah

Ale

A la Gran!
A16

Auch

Pi*o
Pschk
Puff

Pum

Rin

Ward

 

APPENDIX D

Oral Comprehension Test

152

APPFWDIX D

ORAL COMPREHENSION TEST

Procedure

The examiner should read the selections in a normal voice,
with normal speed and expression. To maintain the subject's attention
as long as possible, it is considered necessary to look for an eye-to-
eye contact with the child while testing takes place. The examiner
should strive for the elimination of overdramatization of the selec-
tions when reading them to the subjects.

Immediately, after finishing the reading of stories, the
examiner should ask the questions that appear right below them. The
number of correct answers that the child produces would indicate his
level of oral comprehension. Ordinarily, the subjects should not

have any problems providing correct answers for all the questions.

Directions

Leeré unas historias en voz alta. Luego, haré unas pregun-
tas. Escucha cuidadosamente las historias para que puedas responder
correctamente a las preguntas. La primera historia se llama ? .

(Lea e1 titulo y luego lea la historia.)

153

THE TEST

154

155

STORY I Un dis en el Cine

Un dia, con vi tia y con mi tio, fuimos a ver la
pelicula de Topo Ciggio. fl iba caminando con una ratonci-
ta por un lazo y se cay6 al suelo. Y 1a ratoncita ya mero
se iba a caer.

Otro dia, nosotros estfibamos viendo Topo Giggio,
entonces e1 sefior fue con Topo Ciggio y cuando casi se iba

a dormir, entonces, 1e rrit6 fuerte fuerte en la oreja.

1. LQuién cuenta la historia?

2. 5A d6nde fue con sus tics?

3. zDe qué se trataba la pelicula?

4. zQué pasfi cuando los ratones caminaban por la cuerda?

5. zQué ocurri6 cuando Topo Ciygio casi se dormia?

156

STORY II §l_Accidente

Un dia yo estaba enfermo. Ese dia, Siempre me
traian la comida a1 cuarto.

Me botaron de una escuela a la que iba antes. Me
botaron en el escenario. Me agarraron del brazo, en este
brazo, y c6mo me dolia.

Me tuvo que curar. Me tuvieron que llevar a1 hos-
pital y alli me interné. Cuando ya estuve bueno, me lleva-

ron a la casa.

1. zQuién cuenta la historia?

2. zPor qué tenian que llevarle 1a comida a1 cuarto?
3. zQué cau36 la enfermedad del nifio?

4. zQué parte del cuerpo se golpe6?

5. aA d6nde lo llevaron antes de ir a su casa?

157

STORY III Ԥ1.Helic6ptero

Tengo un helic6ptero. Es que para afio nuevo y
nochebuena me lo trajeron.

E1 helic6ptero que tengo es de baterias; enton-
ces, cuando se le pone a funcionar se va, pero cuando topa
nunca regresa. Se va muy lejos. Si nadie 1e estS dando
vueltas, solo se va caminando. La hélice se le puede qui-
tar.

Tengo, también tengo muchos juguctes.

1. aQuién cuenta la historia?

2. zDe qué nos habla?

3. 5C6mo consigui5 e1 helicéptero?

4. aQué cosa especial tiene e1 helicéptero?

5. zQué ocurre cuando ponen a funcionar e1 helicéptero?

158

STORY IV 11; Papa

Mi papa trabaja, pero hay dos muchachas en el al—
macén y las otras no vinieron porque llegaron tarde y a mi
papa no le gusta el que llega tarde. A una muchacha la re-
gafia porque viene tarde.

Mi papa Siempre cobra. Cuando mis hermanas no
estan en el colegio, dicen, "Papa, yo quiero cobrar." "No,

no." Dice mi papa. Fso dice cuando se portan mal.

1. LQuién cuenta la historia?
2. aDe quién habla?

3. zQué hace esa persona?

4. zOuién ayuda a1 papa?

5. ZQué es lo que le gusta a1 sefior?

 

 

159

STORY V L§_flufieca

Yo juego con la mufieca. La duermo y la acuesto.
Después, en cuanto despierta, yo 1a cambio. Cuando se duer-
me otra vez, la acuesto en una cunita que mi papa me compr6
el otro dia. Asi, igualitita a la de una mi prima que tiene

ella.

1. zQuién cuenta la historia?

2. LQué hace con la mufieca?

3. zQué sucede cuando se despierta la mufieca?
4. aQuién compr6 la cunita?

5. LQuién tiene otra cunita igual?

160

STORY VI Yo

Yo me bafio. Después, me desayuno, y después de
desayunar me vengo a la escuelita. Vengo con mi tia.
DeSpués, mi tia se va a mi casa y deja a mi her-
7

manita.. Nos viene a traer temprano y después de llegar me

bafio otra vez.

1. zQuién cuenta la historia?

2. ZQué es lo que hace primero?

3. zCon quién camina después de desayunar?
4. aA d6nde lo lleva su tia?

5. zQué hacen con la hermanita?

161

ORAL COMPREHENSION TEST

Answer Sheet

Name: Institution:

 

STORY I: Un Dia en el Cine

A. LQuién cuenta la historia?. . . . . . . . . . . . . .

B.
C.
D.

E.

LA d6nde fue con sus tios?. . . . . . . . . . . . . .

LDe que se trataba 1a pelicula? . . . . . . . . . . .

zQué pas6 cuando los ratones caminaban por la cuerda?

zQué ocurri6 cuando Topo Giggio casi se dormia? . . .

STORY II: Ԥl_Accidente

A.

B.

C.

D.

zQuién cuenta la historia?. . . . . . . . . . . .

zPor qué tenian que llevarle 1a comida a1 cuarto?

zQué causfi la enfermedad del nifio?. . . . .
LQué parte del cuerpo se golpe6?. . . . . .

LA d6nde lo llevaron antes de ir a su casa?

STORY III: [fli'Helicéptero

zQuién cuenta la historia?. . . . . . . . .
LDe qué nos habla?. . . . . . . . . . . . .
zC6mo consigui6 e1 helic6ptero? . . . . . .

zQué cosa especial tiene el helic6ptero?. .

LQué ocurre cuando ponen a funcionar el helic6ptero?.

Date:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

162

STORY IV: 14; Papa

A.

B.

C.

D.

LQuién cuenta la historia?. . . . .
zDe quién habla?. . . . . . . . . .
LQué hace esa persona?. . . . . . .
zQuién ayuda al papa? . . . . . . .

zQué es lo que le gusta a1 sefior? .

STORY V: .I_._a_ Mufieca

A.

B.

zQuién cuenta la historia?. . . . .

aQué hace con la mufieca?. . . . . .

zQué sucede cuando se deSpierta 1a mufieca?.

LQuién compr6 1a cunita?. . . . . .

aQuién tiene otra cunita igual? . .

STORY v1: _Y_(_J_

zQuién cuenta la historia?. . . . .

zQué es lo que hace primero?. . . .

zCon quién camina después de desayunar?

LA d6nde lo lleva su tia? . . . . . . .

zQué hacen con la hermanita?. . . . . .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

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