ArticleLanguage, speech, and hearing services in schools2018
Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
Article in Language, speech, and hearing services in schools, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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Who cites it
17 citing papers in PubMed.
- Continuous Effects of Language Ability and Relative Proficiency on Bilingual Children's Production of Four Advanced Syntactic Constructions.Bilingualism (Cambridge, England) · 2026Article
- Innovations in Conceptual Scoring of a Bilingual Expressive Vocabulary Measure.American journal of speech-language pathology · 2025Article
- Modeling Dimensionality of Bilingual Kindergarteners' Language Knowledge in Spanish and English.Journal of speech, language, and hearing research : JSLHR · 2024Article
- Diagnostic Accuracy of Grammaticality and Utterance Length in Bilingual Children.Language, speech, and hearing services in schools · 2024Article
- Understanding the Microstructure and Macrostructure Narrative Skills of Bilingual Adolescents in Relation to Their Language Experience.Language, speech, and hearing services in schools · 2023Article
- Bilingual Vocabulary Assessment: Examining Single-Language, Conceptual, and Total Scoring Approaches.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Relations between oral language skills and English reading achievement among Spanish-English bilingual children: a quantile regression analysis.Annals of dyslexia · 2023Article
- Trajectories of Vocabulary Development in Children with Autism Spectrum Disorder Across Multiple Measures.Journal of autism and developmental disorders · 2023Article
- Is Bilingual Receptive Vocabulary Assessment via Telepractice Comparable to Face-to-Face?Language, speech, and hearing services in schools · 2022Article
- Comparing Vocabulary Knowledge Conceptualizations Among Spanish-English Dual Language Learners in a New Destination State.Language, speech, and hearing services in schools · 2021Article
- Patterns of Development in Spanish-English Conceptually Scored Vocabulary Among Elementary-Age Dual Language Learners.Journal of speech, language, and hearing research : JSLHR · 2020Article
- Beyond Scores: Using Converging Evidence to Determine Speech and Language Services Eligibility for Dual Language Learners.American journal of speech-language pathology · 2020Article
- Vocabulary Growth: Dual Language Learners at Risk for Language Impairment.American journal of speech-language pathology · 2020Article
- The Utility of an English Semantics Measure for Identifying Developmental Language Disorder in Spanish-English Bilinguals.American journal of speech-language pathology · 2020Article
- Bilingual Versus Monolingual Vocabulary Instruction for Bilingual Children with Hearing Loss.Journal of deaf studies and deaf education · 2019Article
- Effects of Specific Language Impairment on a Contrastive Dialect Structure: The Case of Infinitival TO Across Various Nonmainstream Dialects of English.Journal of speech, language, and hearing research : JSLHR · 2018Article
- Serving young children with communication disabilities from Latinx backgrounds and their families with equity: Provider perspectives.Journal of communication disordersArticle
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3 authors.
Funding
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.
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