Bilingual Vocabulary Assessment: Examining Single-Language, Conceptual, and Total Scoring Approaches.
Bilingual Vocabulary Assessment: Examining Single-Language, Conceptual, and Total Scoring Approaches.
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双语词汇评估：检查单语言、概念和总评分方法。
DOI：
10.1044/2023_jslhr-22-00573
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
Luna,Rose
中科院分区：
文献类型：
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作者：
Fitton,Lisa;Goodrich,JMarc;Thayer,Lauren;Pratt,Amy;Luna,Rose
PurposeThis study explored approaches for measuring vocabulary among bilingual children with various levels of proficiency in Spanish and English. Method115 candidate and first-grade Spanish-English speaking children completed measures of vocabulary and sentence repetition in Spanish and English.分数来自他们对词汇测量的反应：西班牙语词汇，英语词汇，概念词汇和总词汇。还获得了最佳语言句子重复。使用可视化的数据和统计分析，我们测试了潜在的关联儿童的相对语言技能在西班牙语和英语和他们收到的每个词汇metrics.ResultsParticipants的单语言词汇分数与他们的相对语言分数呈线性相关。相对较高的西班牙语语言技能与较高的西班牙语词汇分数相对应，较高的英语语言技能与较高的英语词汇分数相对应。儿童的相对语言和他们的概念词汇成绩之间的二次关联。西班牙语和英语技能更平衡的儿童在概念词汇方面得分较低。总词汇量和相对语言之间没有关联observed.ConclusionsResults显示证据的差异测试偏见的单语言词汇成绩和概念词汇成绩。西班牙语词汇低估了知识的参与者具有较高的英语水平，而英语词汇低估了知识的参与者具有较高的西班牙语水平。概念评分产生较低的值与西班牙语和英语水平相对平衡的参与者。需要进一步考虑双语者的分数和测试功能，并对其每种语言进行动态专业化。补充材料https：doi.org/10.23641/asha.23796330
PurposeThis study explored approaches for measuring vocabulary among bilingual children with varying levels of proficiency in Spanish and English.MethodOne 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.ResultsParticipants' 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.ConclusionsResults revealed evidence of differential test bias for single-language 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 Materialhttps://doi.org/10.23641/asha.23796330