ERIC Number: EJ1166687
Record Type: Journal
Publication Date: 2018-Jan
Abstractor: As Provided
Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children
Anaya, Jissel B.; Peña, Elizabeth D.; Bedore, Lisa M.
Language, Speech, and Hearing Services in Schools, v49 n1 p85-97 Jan 2018
Purpose: This study examined the effects of single-language and conceptual scoring on the vocabulary performance of bilingual children with and without specific language impairment. We assessed classification accuracy across 3 scoring methods. Method: Participants included Spanish-English bilingual children (N = 247) aged 5;1 (years;months) to 11;1 with and without specific language impairment. Children completed the English and bilingual versions of the Expressive One-Word Picture Vocabulary Test-Third Edition (Brownell, 2000a, 2001). Six scores, 2 representing monolingual scores in English and Spanish and 4 conceptual scores, were derived. The conceptual scores included within-test conceptual scores, which credited language responses in the other language during test administration, and across-test conceptual scores, which we compiled by examining responses across independent administrations of the test in each language. Results: Across-test conceptual scoring resulted in the highest scores and better overall classification, sensitivity, and specificity than within-test conceptual scoring. Both were superior to monolingual scoring; however, none of the methods achieved minimum standards of 80% accuracy in sensitivity and specificity. Conclusions: Results suggest that bilingual children are not always able to readily access their other language in confrontation naming tasks. Priming or inhibition may play a role in test performance. Across-test conceptual scoring yielded the highest classification accuracy but did not meet minimum standards.
Descriptors: Scoring, Classification, Bilingualism, Vocabulary Development, Spanish, English (Second Language), Second Language Learning, Language Impairments, Language Tests, Accuracy, Naming, Task Analysis, Priming, Inhibition, Scores, Young Children
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: email@example.com; Web site: http://lshss.pubs.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: National Institute on Deafness and Other Communication Disorders (NIDCD)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Expressive One Word Picture Vocabulary Test
Grant or Contract Numbers: R01DC010366