Word definition skills in elementary school children – The contribution of bilingualism, cognitive factors, and social factors.
Purpose: Vocabulary relates to overall language proficiency and is important for academic success. Word definition (WD) tasks can be used to assess vocabulary depth and definition skills. We investigate monolingual and bilingual children's performances on a WD task, and how bilingualism, level of pa...
| Publicado en: | International Journal of Speech-Language Pathology Vol. 24; no. 6; pp. 596 - 607 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2022
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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=160675649&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 160675649 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17549507 8NBH jtl: International Journal of Speech-Language Pathology issn: 17549507 maglogo: Y pubinfo: dt: Dec2022 vid: 24 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 160675649 153650294 160675649 160675649 10.1080/17549507.2021.2000027 160675649 ppf: 596 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Word definition skills in elementary school children – The contribution of bilingualism, cognitive factors, and social factors. aug: au: Rosqvist, Ida Andersson, Ketty Sandgren, Olof Lyberg-Åhlander, Viveka Hansson, Kristina SahlÉn, Birgitta affil: Logopedics, Phoniatrics and Audiology, Department of Clinical Sciences, Lund, Lund University, Lund, Sweden sug: subj: Students, Elementary Communication Skills In Infancy and Childhood Multilingualism In Infancy and Childhood Cognition In Infancy and Childhood Social Factors Task Performance and Analysis In Infancy and Childhood Human Language Development Child Male Female Internal Consistency Mainstreaming (Education) Sweden Sweden Students with Disabilities Descriptive Statistics Unpaired T-Tests Clinical Assessment Tools Data Analysis Software Linear Regression Multiple Regression Funding Source Child: 6-12 years Male Female ab: Purpose: Vocabulary relates to overall language proficiency and is important for academic success. Word definition (WD) tasks can be used to assess vocabulary depth and definition skills. We investigate monolingual and bilingual children's performances on a WD task, and how bilingualism, level of parental education, school characteristics (proportion of students with Swedish as second language and proportion of parents with tertiary education), CELF-4 Core Language Score, and non-verbal IQ contribute to their performance. We also evaluate the level of difficulty of the test items and the test's internal consistency. Method: Two hundred and eight children (mean age 7:8, range 6:8–9:0) were assessed with a 10-item WD task. Amount of information included in the definitions gave the WD score and number of words with at least partially correct information gave a Word knowledge score. Result: The bilingual group had lower scores on both measures. In isolation bilingualism explained 15% of the variance of the WD score. With all background factors included, the only significant predictor was CELF-4 Core Language Score, uniquely explaining 24.3% of the variance. Response patterns on the WD score were similar between groups. Internal consistency was > α = 0.7 for both measurements. Conclusion: Bilingual children performed lower than monolingual children on a WD task, but bilingualism alone cannot explain poor results. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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