No abstract

NWR and vocabulary were differently related to language exposure. The underlying mechanisms of NWR at this age appeared mainly reliant on short-term processes, in contrast to long-term vocabulary knowledge.

The COVID-19 pandemic has created novel challenges in the assessment of children's speech and language. Collecting valid data is crucial for researchers and clinicians, yet the evidence on how data collection procedures can validly be adapted to an online format is sparse. The urgent need for online assessments has highlighted possible the barriers such as testing reliability and validity that clinicians face during implementation. The present study describes the adapted procedures for on-line assessments and compares the outcomes for monolingual and bilingual children of online and in-person testing using conversational, narrative and expository discourse samples and a standardized vocabulary test. A sample of 127 (103 in-person, 24 online) English monolinguals and 78 (53 in-person, 25 online) simultaneous French-English bilinguals aged 7–12 years were studied. Discourse samples were analyzed for productivity, proficiency, and syntactic complexity. MANOVAs were used to compare on-line and in-person testing contexts and age in two monolingual and bilingual school-age children. No differences across testing contexts were found for receptive vocabulary or narrative discourse. However, some modality differences were found for conversational and expository. The results from the study contribute to understanding how clinical assessment can be adapted for online format in school-aged children.

Aims: The sparse available evidence on verbal fluency in bilingual children shows them to perform lower than monolinguals on semantic fluency (taken as indicating vocabulary) but on par or better on phonemic fluency (taken as indicating executive functioning). This study takes a more detailed look at verbal fluency skills in bilingual children by examining their search strategies, the extent to which verbal fluency skills are related to bilingual exposure, and how bilinguals perform on verbal fluency across their languages. Data and Analysis: First-graders ( n = 43) and third-graders ( n = 45) included monolingual speakers of French and French bilinguals who varied in their overall exposure to French and age of acquisition (AoA) to French. Participants were tested in French or in French and English on vocabulary and semantic and phonemic fluency. Language exposure was measured through detailed parent report. Group analyses, correlations, and regressions were conducted to examine performance and the involvement of language experience and vocabulary. Findings: Bilinguals performed lower than monolinguals on semantic fluency, but on par on phonemic fluency. Bilingual performance was not affected significantly by AoA or bilingual exposure. For all participants, performance was predicted by vocabulary size as well as cluster size and switching. However, the groups showed different use of search strategies. In semantic fluency, bilinguals relied more on switching, whereas monolinguals relied on both. Originality: The current paper related the measurement of search strategies (cluster size, switching) and the effect of language experience to the examination of verbal fluency in bilingual children. Implications: The results suggest that verbal fluency is dependent on vocabulary size, regardless of amounts of language exposure or AoA, and highlights need for more research into the relationship with other language skills, such as phonological awareness and reading ability.