Bilingual Vocabulary Assessment: Examining Single-Language, Conceptual, and Total Scoring Approaches.
Purpose: This study explored approaches for measuring vocabulary among bilingual children with varying levels of proficiency in Spanish and English. Method: One hundred fifteen kindergarten and first-grade Spanish-English-speaking children completed measures of vocabulary and sentence repetition in...
| Published in: | Journal of Speech, Language & Hearing Research Vol. 66; no. 9; pp. 3486 - 3500 |
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| Main Authors: | , , , , |
| Format: | Article |
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American Speech-Language-Hearing Association
Sep2023
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=171950386&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 171950386 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Sep2023 vid: 66 iid: 9 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 171950386 10.1044/2023_JSLHR-22-00573 ppf: 3486 ppct: 14 formats: fmt: @attributes: type: P size: 1.1MB tig: atl: Bilingual Vocabulary Assessment: Examining Single-Language, Conceptual, and Total Scoring Approaches. aug: au: Fitton, Lisa Goodrich, J. Marc Thayer, Lauren Pratt, Amy Luna, Rose affil: Department of Communication Sciences & Disorders, University of South Carolina, Columbia Department of Teaching, Learning & Culture, Texas A&M University, College Station Department of Communication Sciences & Disorders, University of Cincinnati, OH su: South Carolina Nebraska Communicative competence Vocabulary Statistics English language Confidence intervals Regression analysis Multilingualism in children Spanish language Pearson correlation (Statistics) Descriptive statistics Research funding Data analysis software Data analysis sug: subj: Communicative competence Vocabulary South Carolina Nebraska Statistics English language Confidence intervals Regression analysis Multilingualism in children Spanish language Pearson correlation (Statistics) Descriptive statistics Research funding Data analysis software Data analysis ab: Purpose: This study explored approaches for measuring vocabulary among bilingual children with varying levels of proficiency in Spanish and English. Method: One hundred fifteen kindergarten and first-grade Spanish-English-speaking children completed measures of vocabulary and sentence repetition in Spanish and English. Scores were derived from their responses to the vocabulary measure: Spanish-only vocabulary, English-only vocabulary, conceptual vocabulary, and total vocabulary. Best language sentence repetition was also obtained. Using both visualization of data and statistical analysis, we tested for potential associations between children's relative language skills in Spanish and English and the scores they received on each of the vocabulary metrics. Results: Participants' single-language vocabulary scores were linearly associated with their relative language scores. Higher relative Spanish language skills corresponded with higher Spanish-only vocabulary scores, and higher English language skills corresponded with higher English-only vocabulary scores. A quadratic association between children's relative language and their conceptual vocabulary scores was observed. Children with more balanced skills in Spanish and English received lower scores for conceptual vocabulary. No association between total vocabulary and relative language was observed. Conclusions: Results revealed evidence of differential test bias for singlelanguage vocabulary scores and conceptual vocabulary scores. Spanish-only vocabulary underestimated knowledge of participants with higher English proficiency, whereas English-only vocabulary underestimated knowledge of participants with higher Spanish proficiency. Conceptual scoring yielded lower values for participants with relatively balanced proficiency in Spanish and English. There is need for further consideration of score and test functioning across the full continuum of bilinguals with dynamic proficiencies in each of their languages. Supplemental Material: https://doi.org/10.23641/asha.23796330 pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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