ArticleJournal of speech, language, and hearing research : JSLHR2020
Patterns of Development in Spanish-English Conceptually Scored Vocabulary Among Elementary-Age Dual Language Learners.
Article in Journal of speech, language, and hearing research : JSLHR, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed, 13 citations in OpenAlex.
- A Longitudinal Investigation of the Relations Between Emergent Bilingual Children's Language Experience and Bilingual Language Outcomes.Journal of speech, language, and hearing research : JSLHR · 2025Article
- Innovations in Conceptual Scoring of a Bilingual Expressive Vocabulary Measure.American journal of speech-language pathology · 2025Article
- Bilingual Vocabulary Assessment: Examining Single-Language, Conceptual, and Total Scoring Approaches.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Comparing Vocabulary Knowledge Conceptualizations Among Spanish-English Dual Language Learners in a New Destination State.Language, speech, and hearing services in schools · 2021Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
Abstract
Purpose Elementary-age dual language learners (DLLs) from Spanish-speaking homes in the United States are often characterized as at risk for low vocabulary in both Spanish and English. This longitudinal study examined conceptually scored receptive and expressive vocabulary development among DLLs from Spanish-speaking, low-income homes and investigated patterns of language responses on the conceptually scored measures. Method DLLs in kindergarten and second grade (
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Registered trials
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