Total and Conceptual Vocabulary in Spanish-English Bilinguals From 22 to 30 Months: Implications for Assessment
Total and Conceptual Vocabulary in Spanish-English Bilinguals From 22 to 30 Months: Implications for Assessment
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DOI：
10.1044/1092-4388(2013/11-0044
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发表时间：
2013-10-01
影响因子：
2.6
通讯作者：
Senor, Melissa
中科院分区：
文献类型：
--
作者：
Core, Cynthia;Hoff, Erika;Senor, Melissa
目的：词汇评估有望成为识别有语言迟缓风险的双语儿童的一种方法。本研究比较了一组年轻的西班牙语-英语双语儿童的两种词汇测量方法和单语儿童的单语测量方法。方法：基于MacArthur-Bates交际发展量表（CDI; Fenson et al., 1993）和Inventario del Desarrollo de Habilidades communicativas （Jackson-Maldonado et al., 2003）的结果，采用总词汇量和概念词汇量来测量47名22 - 30月龄的西班牙-英语双语发展儿童的平均词汇量和增长。将双语儿童的总词汇和概念词汇得分与56名单语儿童的CDI得分进行比较。结果：总词汇量测量的平均词汇得分和平均增长速度与单语增长相似，而概念词汇得分明显小于总词汇得分，增长速度也慢于总词汇得分。总词汇量对双语儿童在单语标准上低于第25百分位的比例与CDI对单语儿童的比例相同。结论：这些结果支持使用总词汇量作为评估年轻西班牙-英语双语儿童早期语言发展的一种手段。
Purpose: Vocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish-English bilingual children to a single-language measure used with monolingual children.Method: Total vocabulary and conceptual vocabulary were used to measure mean vocabulary size and growth in 47 Spanish-English bilingually developing children from 22 to 30 months of age based on results from the MacArthur-Bates Communicative Development Inventory (CDI; Fenson et al., 1993) and the Inventario del Desarrollo de Habilidades Comunicativas (Jackson-Maldonado et al., 2003). Bilingual children's scores of total vocabulary and conceptual vocabulary were compared with CDI scores for a control group of 56 monolingual children.Results: The total vocabulary measure resulted in mean vocabulary scores and average rate of growth similar to monolingual growth, whereas conceptual vocabulary scores were significantly smaller and grew at a slower rate than total vocabulary scores. Total vocabulary identified the same proportion of bilingual children below the 25th percentile on monolingual norms as the CDI did for monolingual children.Conclusion: These results support the use of total vocabulary as a means of assessing early language development in young bilingual Spanish-English speaking children.