Is Bilingual Receptive Vocabulary Assessment via Telepractice Comparable to Face-to-Face?

Autor/inn/en	Castilla-Earls, Anny; Ronderos, Juliana; McIlraith, Autumn; Martinez, Damaris
Titel	Is Bilingual Receptive Vocabulary Assessment via Telepractice Comparable to Face-to-Face?
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 2, S.454-465 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castilla-Earls, Anny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Receptive Language; Language Skills; Language Usage; Bilingualism; Language Impairments; Developmental Disabilities; Delivery Systems; Teleconferencing; Vocabulary Development; COVID-19; Pandemics; Evaluation Methods; English; Spanish; Young Children; Kaufman Brief Intelligence Test; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Language skill; Sprachkompetenz; Sprachgebrauch; Bilingualismus; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Auslieferung; Telekonferenz; Wortschatzarbeit; English language; Englisch; Spanisch; Frühe Kindheit
Abstract	Purpose: This study investigated the effect of delivery method (face-to-face or telepractice), time, home language, and language ability on bilingual children's receptive vocabulary scores in Spanish and English. Method: Participants included bilingual children with (n = 32) and without (n = 57) developmental language disorders (DLD) that were assessed at 2 time points about 1 year apart. All children participated in face-to-face assessment at Time 1. At Time 2, 41 children were assessed face-to-face and 48 children were assessed using telepractice. Results: Delivery method was not a significant predictor of receptive scores in either Spanish or English. Spanish and English receptive vocabulary increased over time in both children with and without DLD. Children with DLD had lower receptive vocabulary raw scores than children with typical development. Children who spoke English-only at home had significantly higher English receptive scores than children who spoke Spanish-only or both Spanish and English at home. Conclusions: Face-to-face and telepractice assessments seem to be comparable methods for the assessments of Spanish and English receptive skills. Spanish and English receptive skills increased over time in children with and without DLD. (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	2024/1/01