Examining Similarities and Differences among Parent-Teacher Reports of Spanish-English Productive Vocabulary

Autor/inn/en	Dubasik, Virginia L.; Svetina, Dubravka
Titel	Examining Similarities and Differences among Parent-Teacher Reports of Spanish-English Productive Vocabulary
Quelle	In: Language, Speech, and Hearing Services in Schools, 45 (2014) 4, S.325-336 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2014_LSHSS-13-0044
Schlagwörter	Comparative Analysis; Spanish; Parent Attitudes; Teacher Attitudes; English (Second Language); Vocabulary Skills; Second Language Learning; Bilingualism; Measures (Individuals); Interrater Reliability; Expressive Language; Preschool Children + Suchen Sie Ihr Suchwort? Spanisch; Elternverhalten; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Aktiver Wortschatz; Zweitsprachenerwerb; Bilingualismus; Messdaten; Interrater-Reliabilität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Purpose: The purposes of the present study were to (a) explore the relationship between parent and teacher reports of children's bilingual (Spanish-English) productive vocabulary and (b) examine similarities and differences among parent-teacher reports. Word categories were examined to determine the nature of similarities and differences. Method: Parents and teachers of eleven Spanish-English bilinguals (M[subscript age] = 44.5 months) completed the MacArthur-Bates Communicative Development Inventory upper extension and an experimental version of a congruent Spanish form at 2 time points. Percent agreement, kappa coefficient, and Spearman's rho were employed to estimate overall interrater agreement and agreement on specific word categories. Results: Results indicated inconsistent levels of overall agreement across measures and forms. Higher levels of parent-teacher agreement were observed on Spanish forms at either time point using Spearman's rho coefficient and kappa, whereas percent agreement was higher on English forms. Limited overlap of high agreement between parents and teachers was found on word categories across indices. Unique contributions of reporters were observed. Conclusion: This work underscores the utility of multiple informants of bilingual children's productive vocabulary. Combined and unique contributions of parent and teacher reporters may inform the language development of preschool-age bilingual children as productive vocabulary skills develop and change. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10