Assessing Perception and Comprehension in Bilingual Children, Without and With Speech and Language Impairment

Peña, Elizabeth D.; Bedore, Lisa M.

doi:10.1002/9781118835722.ch11

Cited by 3 publications

(8 citation statements)

References 85 publications

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“…It is particularly important to measure and report proficiency when this might influence performance on an outcome variable (e.g., a verbal component of an IQ test): researchers should be extra cognizant about children's proficiency in the language of testing. See Esposito et al (2019) and Peña and Bedore (2018) for detailed recommendations for measuring proficiency in bilingual children.…”

Section: Proficiencymentioning

confidence: 99%

The Case for Measuring and Reporting Bilingualism in Developmental Research

Byers‐Heinlein

Esposito

Winsler

et al. 2019

Collabra: Psychology

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Many children around the world grow up bilingual, learning and using two or more languages in everyday life. Currently, however, children's language backgrounds are not always reported in developmental studies. There is mounting evidence that bilingualism interacts with a wide array of processes including language, cognitive, perceptual, brain, and social development, as well as educational outcomes. As such, bilingualism may be a hidden moderator that obscures developmental patterns, and limits the replicability of developmental research and the efficacy of psychological and educational interventions. Here, we argue that bilingualism and language experience in general should be routinely documented in all studies of infant and child development regardless of the research questions pursued, and provide suggestions for measuring and reporting children's language exposure, proficiency, and use.

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Section: Proficiencymentioning

confidence: 99%

The Case for Measuring and Reporting Bilingualism in Developmental Research

Byers‐Heinlein

Esposito

Winsler

et al. 2019

Collabra: Psychology

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“…A child's performance on a test is compared with the norming sample, which provides information as to whether the child falls within the average range based on their age or grade level. 41 While many assessment batteries are available and normed for English monolingual children, there is a dearth of tests for bilingual children, especially ones that include bilinguals in the norming sample. See ►Table 1.…”

Section: Bilingual Tests With Representative Norming Samplesmentioning

confidence: 99%

“…Language disorders, especially in older children, exist in domains other than vocabulary as well, such as morphosyntax and narrative abilities (i.e., telling stories and conversational dialogue). 6,41 Another important consideration when choosing a bilingual test is the diversity of bilinguals within the norming sample and throughout the population of bilingual children being assessed. This variation is due to bilingualism existing on a continuum of proficiency, dominance, and age of acquisition, 13,[49][50][51] along with cultural and linguistic differences.…”

Section: Bilingual Tests With Representative Norming Samplesmentioning

confidence: 99%

“…Conceptual scoring demonstrates that the child knows the item conceptually but does not penalize them for not knowing it in one language. 35,41,62,63 Lowering score thresholds, discussing qualitative performance, and conceptual scoring on a monolingual test are considered informal measurements of the child's language skills. Moreover, conceptual scoring works well with vocabulary, but not with morphosyntax.…”

Section: Potential Solutions To Using Norm-referenced Tests With Bili...mentioning

confidence: 99%

Section: Norm-referenced Measures For Assessing Bilingual Childrenmentioning

confidence: 99%

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Assessing Language Skills in Bilingual Children: Current Trends in Research and Practice

Freeman

Schroeder

2022

Journal of Child Science

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A continuously challenging issue in the field of speech–language pathology is accurately identifying and diagnosing a language disorder in school-aged (pre-kindergarten through 5th grade) bilingual children, as bilingual children are disproportionately under- and overidentified with a language disorder. The current review focuses on the assessment of bilingual children in pre-kindergarten through fifth grade, aimed to inform teachers, pediatricians, parents, and other relevant professionals of issues surrounding assessment of these dual-language learners. We examine the barriers to assessing bilingual children for language disorders, such as the lack of availability of bilingual tests, underinformative current best practice guidelines, lack of speech–language pathologist (SLP) training/knowledge of bilingualism, and use of interpreters. We discuss the necessary considerations when SLPs use norm-referenced tests with bilingual children, such as norming samples, accurate identification of a language disorder, reliability and validity, test administration, and potential solutions to using otherwise poorly suited norm-referenced tests. We also consider research on several alternative measures to norm-referenced assessments, including dynamic assessment, nonword repetition, language sampling, nonlinguistic cognition, and parent report. We conclude by synthesizing the information in this review to offer six principles of best practices for bilingual assessment.

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Contributions of bilingual home environment and language proficiency on children’s Spanish–English reading outcomes

et al. 2022

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This study examines the influence of language environment on language and reading skills and the cross‐linguistic contributions to reading outcomes in 132 Spanish–English bilingual children ages 7–12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness) and language‐specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to children's Spanish language and reading skills and does not limit English skills; and Spanish reading comprehension is positively associated with English reading comprehension. The model explains a significant percentage of the variance in English (R2 = .89) and Spanish (R2 = .87) reading comprehension outcomes. Findings shed light on the interdependence of Spanish and English as they relate to bilingual reading acquisition.

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Assessing Perception and Comprehension in Bilingual Children, Without and With Speech and Language Impairment

Cited by 3 publications

References 85 publications

The Case for Measuring and Reporting Bilingualism in Developmental Research

The Case for Measuring and Reporting Bilingualism in Developmental Research

Assessing Language Skills in Bilingual Children: Current Trends in Research and Practice

Contributions of bilingual home environment and language proficiency on children’s Spanish–English reading outcomes

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