Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children

Autor/inn/en	Anaya, Jissel B.; Peña, Elizabeth D.; Bedore, Lisa M.
Titel	Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children
Quelle	In: Language, Speech, and Hearing Services in Schools, 49 (2018) 1, S.85-97 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2017_LSHSS-16-0081
Schlagwörter	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; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Bewertung; Classification system; Klassifikation; Klassifikationssystem; Bilingualismus; Wortschatzarbeit; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language test; Sprachtest; Aufgabenanalyse; Hemmung; Frühe Kindheit
Abstract	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. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01