Clinical forum. Conceptual versus monolingual scoring: when does it make a difference?
Purpose: This study evaluates the extent to which bilingual children produce the same or overlapping responses on tasks assessing semantic skills in each of their languages and whether classification analysis based on monolingual or conceptual scoring can accurately classify the semantic development...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 36; no. 3; pp. 188 - 208 |
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| Autores principales: | , , , |
| Formato: | CEU exam questions research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jul2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106412744&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106412744 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jul2005 vid: 36 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 106412744 106412744 2009090630 10.1044/0161-1461(2005/020) NLM16175883 106412744 ppf: 188 ppct: 20 formats: fmt: @attributes: type: P tig: atl: Clinical forum. Conceptual versus monolingual scoring: when does it make a difference? aug: au: Bedore LM Peña ED García M Cortez C affil: Department of Communication Sciences and Disorders, The University of Texas at Austin, Austin, TX 78712; lbedore@mail.utexas.edu sug: subj: Multilingualism In Infancy and Childhood Speech and Language Assessment Analysis of Variance Child Child, Preschool Comparative Studies Descriptive Statistics Education, Continuing (Credit) English as a Second Language Funding Source Hispanic Americans Language Tests Post Hoc Analysis Repeated Measures Human Child: 6-12 years Child, Preschool: 2-5 years ab: Purpose: This study evaluates the extent to which bilingual children produce the same or overlapping responses on tasks assessing semantic skills in each of their languages and whether classification analysis based on monolingual or conceptual scoring can accurately classify the semantic development of typically developing (TD) bilingual children. Method: In Study 1, 55 TD children (ages 4;0 [years;months] to 7;11) from bilingual backgrounds named characteristic properties of familiar items. The extent to which children produced overlapping responses in each of their languages and their errors were examined. In Study 2, 40 TD children (ages 5;0 to 6;1), group matched for age and bilingual language exposure, responded to the Phase 2 version of the Bilingual English Spanish Assessment (BESA; E. D. Peña, V. Gutierrez-Clellen, A. Iglesias, B. A. Goldstein, & L. M. Bedore, in development). Conceptual and monolingual scores were compared to determine the extent to which LSHSS T these were comparable for groups of children. Results: The results of Study 1 indicated that TD children from bilingual backgrounds are more likely to produce unique than overlapping responses when they respond to test items. Children were more likely to code switch when tested in Spanish than in English, but they were more likely to produce errors in English. In Study 2, monolingual and bilingual children achieved comparable conceptual scores. For Spanish-speaking bilingual children, the conceptual score was more likely to be in the average range of the monolingual children than was their monolingual score. For testing in English, monolingual and conceptual scores were similar. Clinical Implications: Bilingual children will benefit from conceptual scoring, especially when they are tested in Spanish. pubtype: Academic Journal doctype: CEU exam questions research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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