Analysis of Bilingual Children's Performance on the English and Spanish Versions of the Woodcock-Muñoz Language Survey-R (WMLS-R).
Analysis of Bilingual Children's Performance on the English and Spanish Versions of the Woodcock-Muñoz Language Survey-R (WMLS-R).
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双语儿童在 Woodcock-Muñoz Language Survey-R (WMLS-R) 英语和西班牙语版本上的表现分析。
DOI：
10.1080/15434303.2015.1100198
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发表时间：
2015
影响因子：
2.9
通讯作者：
Goldstein,Brian
中科院分区：
文献类型：
--
作者：
Sandilos,LiaE;Lewis,Kandia;Komaroff,Eugene;Hammer,CarolScheffner;Scarpino,ShelleyE;Lopez,Lisa;Rodriguez,Barbara;Goldstein,Brian
本研究的目的是调查的方式，在伍德科克-穆尼奥斯语言调查修订版（WMLS-R）的西班牙语和英语版本的功能双语儿童从不同的种族亚群谁说不同的方言西班牙语。使用的数据从324双语西班牙裔家庭和他们的孩子生活在美国大陆的样本，差异项目功能（DIF）进行，以确定测试项目在英语和西班牙语功能不同的墨西哥，古巴和波多黎各双语儿童。收集了儿童和父母的语言特征和儿童在英语和西班牙语的图片词汇和故事回忆子测试的分数数据。西班牙语子测试中未检测到DIF。结果发现，英语分测验中的某些项目呈现出统计上和实际上显著的差异。研究结果表明，不同民族的考生在WMLS-R英语测试项目的难度上存在差异。这一结果表明，测试开发人员需要注意的潜在差异，在性能的基础上，民族小组和方言时，开发标准化的语言评估，可能会管理双语学生。
The purpose of this study was to investigate the way in which items on the Woodcock-Muñoz Language Survey Revised (WMLS-R) Spanish and English versions function for bilingual children from different ethnic subgroups who speak different dialects of Spanish. Using data from a sample of 324 bilingual Hispanic families and their children living on the United States mainland, differential item functioning (DIF) was conducted to determine if test items in English and Spanish functioned differently for Mexican, Cuban, and Puerto Rican bilingual children. Data on child and parent language characteristics and children’s scores on Picture Vocabulary and Story Recall subtests in English and Spanish were collected. DIF was not detected for items on the Spanish subtests. Results revealed that some items on English subtests displayed statistically and practically significant DIF. The findings indicate that there are differences in the difficulty level of WMLS-R English-form test items depending on the examinees’ ethnic subgroup membership. This outcome suggests that test developers need to be mindful of potential differences in performance based on ethnic subgroup and dialect when developing standardized language assessments that may be administered to bilingual students.