Predictors of Item Accuracy on the "Test de Vocabulario en Imagenes Peabody" for Spanish-English Speaking Children in the United States

Autor/inn/en	Wood, Carla; Hoge, Rachel; Schatschneider, Christopher; Castilla-Earls, Anny
Titel	Predictors of Item Accuracy on the "Test de Vocabulario en Imagenes Peabody" for Spanish-English Speaking Children in the United States
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 8, S.1178-1192 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1547266
Schlagwörter	Predictor Variables; Phonology; Item Analysis; Spanish; Verbal Ability; Intelligence Tests; Vocabulary; Bilingualism; English (Second Language); Second Language Learning; Accuracy; Difficulty Level; Test Items; Word Frequency; Language Minorities; Test Construction; Kindergarten; Grade 1; Elementary School Students; Contrastive Linguistics; Florida; Kansas; New York; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Prädiktor; Fonologie; Itemanalyse; Spanisch; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schwierigkeitsgrad; Test content; Testaufgabe; Word analysis; Frequency; Wortanalyse; Häufigkeit; Sprachminderheit; Testaufbau; School year 01; 1. Schuljahr; Schuljahr 01; Linguistics; Kontrastive Linguistik
Abstract	This study examines the response patterns of 288 Spanish-English dual language learners on a standardized test of receptive Spanish vocabulary. Investigators analyzed responses to 54 items on the "Test de Vocabulario en Imagenes" (TVIP) [Dunn, L. M., D. E. Lugo, E. R. Padilla, and L. M. Dunn. 1986. "Test de Vocabulario en Imganes Peaboy: Adaptacion Hispanoamericana." Circle Pines, MN: AGS] focusing on differential accuracy on items influenced by (a) cross-linguistic overlap, (b) context (home/school), and (c) word frequency in Spanish. The response patterns showed cross-linguistic overlap in phonology was a significant predictor of accuracy at the item level. After accounting for item number (expected difficulty level), context of exposure was a significant predictor of the likelihood of obtaining a correct response. Spanish word frequency was not a significant predictor of accuracy. The current findings substantiate the influence of cross-linguistic overlap in phonology and context on Spanish vocabulary recognition by Spanish-English speaking children. Children were more likely to obtain correct responses on lexical items that were associated with the home context. Researchers and practitioners should consider phonological cross-linguistic overlap in addition to context of word exposure and word frequency when designing and utilizing vocabulary assessments for children from linguistic minority backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01