Dataset Information

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

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.

Supplemental material

https://doi.org/10.23641/asha.17912297.

SUBMITTER: Castilla-Earls A

PROVIDER: S-EPMC9549969 | biostudies-literature | 2022 Apr

REPOSITORIES: biostudies-literature

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Publications

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

Castilla-Earls Anny A Ronderos Juliana J McIlraith Autumn A Martinez Damaris D

Language, speech, and hearing services in schools 20220110 2

<h4>Purpose</h4>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.<h4>Method</h4>Participants included bilingual children with (<i>n</i> = 32) and without (<i>n</i> = 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 chi ...[more]

PMID: 35007430

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Project description:PurposeThis study explored approaches for measuring vocabulary among bilingual children with varying levels of proficiency in Spanish and English.MethodOne hundred fifteen kindergarten and first-grade Spanish-English-speaking children completed measures of vocabulary and sentence repetition in Spanish and English. Scores were derived from their responses to the vocabulary measure: Spanish-only vocabulary, English-only vocabulary, conceptual vocabulary, and total vocabulary. Best language sentence repetition was also obtained. Using both visualization of data and statistical analysis, we tested for potential associations between children's relative language skills in Spanish and English and the scores they received on each of the vocabulary metrics.ResultsParticipants' single-language vocabulary scores were linearly associated with their relative language scores. Higher relative Spanish language skills corresponded with higher Spanish-only vocabulary scores, and higher English language skills corresponded with higher English-only vocabulary scores. A quadratic association between children's relative language and their conceptual vocabulary scores was observed. Children with more balanced skills in Spanish and English received lower scores for conceptual vocabulary. No association between total vocabulary and relative language was observed.ConclusionsResults revealed evidence of differential test bias for single-language vocabulary scores and conceptual vocabulary scores. Spanish-only vocabulary underestimated knowledge of participants with higher English proficiency, whereas English-only vocabulary underestimated knowledge of participants with higher Spanish proficiency. Conceptual scoring yielded lower values for participants with relatively balanced proficiency in Spanish and English. There is need for further consideration of score and test functioning across the full continuum of bilinguals with dynamic proficiencies in each of their languages.Supplemental materialhttps://doi.org/10.23641/asha.23796330.

Project description:Introduction: Research in recent years has explored the vocabulary size (lexical breadth) of bilingual children, but less is known about the richness of bilingual word knowledge (lexical depth), and about how knowledge of words in the two languages interact. This study explores how bilingual narrative intervention with vocabulary instruction in each language may modulate crosslinguistic influence (CLI) between the languages of bilingual kindergarten children, focusing on CLI of lexical knowledge, and which factors modulate performance. Methods: Forty-one typically developing English-Hebrew bilingual children (M = 64.63 months) participated. A bilingual adaptation of Story Champs narrative intervention program (Spencer and Petersen, 2012) was used to deliver vocabulary instruction in separate blocks of home language (HL) and school language (SL) sessions. Different intervention words were targeted in each language, but the children were tested on all target words in both languages. Lexical knowledge was assessed with a definition task four times throughout the study: prior to intervention, after each intervention block, and 4-6 weeks later. Learner characteristics (chronological age, age of onset of bilingualism and length of exposure) and proficiency in each language (standardized tests, familiarity with the vocabulary introduced in the intervention at baseline) were examined as possible modulators of performance. Results: Children showed growth in lexical breadth and depth in their HL/English after HL intervention and in lexical breadth in the SL/Hebrew following SL intervention, with CLI for semantic depth observed via a qualitative analysis, but not quantitatively. Better HL/English performance was correlated with later AoB (and shorter SL exposure) and higher HL language proficiency scores. Children with higher HL/English proficiency responded better to the SL/Hebrew intervention, gaining more than those with lower English proficiency. Children with SL/Hebrew vocabulary dominance at the outset of the study also gained more from the HL/English intervention. No correlations were found between learner characteristics and SL performance. Discussion: The current study indicates that bilingual narrative intervention with vocabulary instruction may be efficacious for improving the lexical breadth and depth of bilingual kindergarten children. It suggests that CLI may enhance bilingual children's language learning success, and points to the importance of strengthening both languages of bilingual children.

Dataset Information

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

Purpose

Method

Results

Conclusions

Supplemental material

Publications

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

Similar Datasets

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