Psychometric Evaluation of the Bilingual English-Spanish Assessment Sentence Repetition Task for Clinical Decision Making

Autor/inn/en	Fitton, Lisa; Hoge, Rachel; Petscher, Yaacov; Wood, Carla
Titel	Psychometric Evaluation of the Bilingual English-Spanish Assessment Sentence Repetition Task for Clinical Decision Making
Quelle	In: Journal of Speech, Language, and Hearing Research, 62 (2019) 6, S.1906-1922 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Psychometrics; Bilingual Students; Bilingualism; English; Spanish; Kindergarten; Young Children; Elementary School Students; Grade 1; Language Tests; Factor Structure; Sentences; Repetition; Vocabulary Development; Receptive Language; Form Classes (Languages); Nouns; Verbs; Phrase Structure; Scores; Predictor Variables; Test Validity + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Bilingualismus; English language; Englisch; Spanisch; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Language test; Sprachtest; Faktorenstruktur; Sentence analysis; Satzanalyse; Wiederholung; Wortschatzarbeit; Rezeptive Kommunikationsfähigkeit; Analytischer Sprachbau; Phrasenstruktur; Prädiktor; Testvalidität
Abstract	Purpose: The purpose of this study was (a) to examine the underlying components or factor structure of the Bilingual English-Spanish Assessment (BESA; Peña, Gutiérrez-Clellen, Iglesias, Goldstein, & Bedore, 2014) sentence repetition task and (b) to examine the relationship between Spanish-English speaking children's sentence repetition and vocabulary performance. Method: Participants were 291 Spanish-English speaking children in kindergarten and 1st grade. Item analyses were used to evaluate the underlying factor structure for each language version of the sentence repetition tasks of the BESA. The tasks were then examined in relation to a measure of English receptive vocabulary. Results: Bifactor models, which include a single underlying general factor and multiple specific factors, provided the best overall model fit for both the Spanish and English versions of the task. There was no relation between children's overall Spanish sentence repetition performance and their English vocabulary. However, children's pronoun, noun phrase, and verb phrase item scores in Spanish significantly predicted their English vocabulary scores. For English sentence repetition, both children's overall performance and their specific performance on the noun phrase items were predictors of their English vocabulary scores. Follow-up analyses revealed that, for the purposes of clinical assessment, the BESA sentence repetition tasks can be considered essentially unidimensional, lending support to the current scoring structure of the test. Conclusions: Study findings suggest that sentence repetition tasks can provide insight into Spanish-English speaking children's vocabulary skills in addition to their morphosyntactic skills when used on a broad research scale. From a clinical assessment perspective, results indicate that the sentence repetition task has strong internal validity and support to the use of this measure in clinical practice. (ERIC).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01