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Pratt, Amy S.; Anaya, Jissel B.; Ramos, Michelle N.; Pham, Giang; Muñoz, Miriam; Bedore, Lisa M.; Peña, Elizabeth D. – Language, Speech, and Hearing Services in Schools, 2022
Purpose: Our proof-of-concept study tested the feasibility of virtual testing using child assessments that were originally validated for in-person testing only. Method: Ten adult-child dyads were assigned to complete both in-person and virtual tests of language, cognition, and narratives. Child participants fell between the ages of 4 and 8 years;…
Descriptors: Evaluation Methods, Language Tests, Intelligence Tests, Narration
Ruiz-Felter, Roxanna; Cooperson, Solaman J.; Bedore, Lisa M.; Peña, Elizabeth D. – International Journal of Language & Communication Disorders, 2016
Background: Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. Aims: To investigate the influence of age of first exposure to English and the amount of current…
Descriptors: Language Acquisition, Kindergarten, Young Children, Bilingual Students
Sheng, Li; Pena, Elizabeth D.; Bedore, Lisa M.; Fiestas, Christine E. – Journal of Speech, Language, and Hearing Research, 2012
Purpose: To examine the nature and extent of semantic deficits in bilingual children with language impairment (LI). Method: Thirty-seven Spanish-English bilingual children with LI (ranging from age 7;0 [years;months] to 9;10) and 37 typically developing (TD) age-matched peers generated 3 associations to 12 pairs of translation equivalents in…
Descriptors: Semantics, Language Impairments, Monolingualism, Spanish
Bedore, Lisa M.; Pena, Elizabeth D.; Summers, Connie L.; Boerger, Karin M.; Resendiz, Maria D.; Greene, Kai; Bohman, Thomas M.; Gillam, Ronald B. – Bilingualism: Language and Cognition, 2012
The purpose of this study was to determine if different language measures resulted in the same classifications of language dominance and proficiency for a group of bilingual pre-kindergarteners and kindergarteners. Data were analyzed for 1029 Spanish-English bilingual pre-kindergarteners who spanned the full range of bilingual language…
Descriptors: Language Dominance, Semantics, Monolingualism, Language Proficiency
Bedore, Lisa M.; Pena, Elizabeth D.; Gillam, Ronald B.; Ho, Tsung-Han – Journal of Communication Disorders, 2010
Measures of productivity and sentence organization are useful metrics for quantifying language development and language impairments in monolingual and bilingual children. It is not yet known what measures within and across languages are most informative when evaluating the language skills of bilingual children. The purpose of this study was to…
Descriptors: Picture Books, Language Impairments, Monolingualism, Language Skills
Pena, Elizabeth D.; Gillam, Ronald B.; Bedore, Lisa M.; Bohman, Thomas M. – American Journal of Speech-Language Pathology, 2011
Purpose: This study documents the risk for language impairment in Latino children who had different levels of exposure to English and Spanish. Method: A total of 1,029 preschool- and kindergarten-age children were screened in the domains of semantics and morphosyntax in both Spanish and English. Parent report was used to document current exposure…
Descriptors: Semantics, Language Impairments, Monolingualism, Bilingualism
Bedore, Lisa M.; Pena, Elizabeth D. – International Journal of Bilingual Education and Bilingualism, 2008
Children from bilingual backgrounds are sometimes overidentified with language impairment (LI) because educators do not have appropriate developmental expectations. At other times bilingual children are underidentified because educators wait to identify difficulties while children learn the second language. In this review we discuss data on…
Descriptors: Language Impairments, Monolingualism, Language Acquisition, Bilingualism
Bedore, Lisa M.; Fiestas, Christine E.; Pena, Elizabeth D.; Nagy, Vanessa J. – Bilingualism: Language and Cognition, 2006
Maze use appears to be higher in bilingual speakers than in their functionally monolingual peers. One question is whether this is due to the speaker's bilingual status or to the characteristics of the bilingual's language(s). Narratives for 22 Spanish-English bilingual 4-6-year-olds and their functionally monolingual age-matched peers were…
Descriptors: Grammar, Language Role, Monolingualism, Bilingualism
Lofranco, Lee Ann L.; Pena, Elizabeth D.; Bedore, Lisa M. – Language, Speech, and Hearing Services in Schools, 2006
Purpose: The current study focuses on describing the English language narrative skills of children who have been exposed to the Filipino language. Method: Eight children between the ages of 6;0 (years;months) and 7;7 who spoke primarily English but who were exposed to the Filipino language at home participated. Each child produced three narrative…
Descriptors: English, Personal Narratives, Ethnic Groups, Second Languages
Bedore, Lisa M.; Pena, Elizabeth D.; Garcia, Melissa; Cortez, Celina – Language, Speech, and Hearing Services in Schools, 2005
Purpose: This study evaluates the extent to which bilingual children produce the same or overlapping responses on tasks assessing semantic skills in each of their languages and whether classification analysis based on monolingual or conceptual scoring can accurately classify the semantic development of typically developing (TD) bilingual children.…
Descriptors: Monolingualism, Semantics, Skill Development, Young Children