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Construct Validity Evidence for Bracken School Readiness Assessment, Third Edition, Spanish Form Scores
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Ortiz, Arlene; Clinton, Amanda; Schaefer, Barbara A. – Psychology in the Schools, 2015
Convergent and discriminant validity evidence was examined for scores on the Spanish Record Form of the Bracken School Readiness Assessment, Third Edition (BSRA-3). Participants included a sample of 68 Hispanic, Spanish-speaking children ages 4 to 5 years enrolled in preschool programs in Puerto Rico. Scores obtained from the BSRA-3 Spanish Record…
Descriptors: Construct Validity, Evidence, School Readiness, Scores
A Preliminary Comparison of Verb Tense Production in Spanish Speakers with Expressive Restrictions
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Centeno, Jose G.; Anderson, Raquel T. – Clinical Linguistics & Phonetics, 2011
Spoken verb tense use in three groups of Spanish speakers with expressive limitations, namely, children with specific language impairment, bilingual children with first language (L1) (Spanish) attrition and adults with agrammatism, was compared in order to examine the possible impact of conversational tense frequency on expressive production.…
Descriptors: Sociolinguistics, Preschool Children, Verbs, Morphemes
How Do Children Ascribe Gender to Nouns? A Study of Spanish-Speaking Children with and without Specific Language Impairment
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Anderson, Raquel T.; Lockowitz, Alison – Clinical Linguistics & Phonetics, 2009
The purpose of this investigation was to identify how Spanish-speaking preschool children with and without specific language impairment (SLI) use the various cues available for ascribing a noun's inherent gender in the language. Via an invented word task, four types of cues were isolated and presented to each child: (1) two types of noun-internal…
Descriptors: Preschool Children, Adults, Spanish Speaking, Nouns
Dual Language and Literacy Development of Spanish-Speaking Preschool Children
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Paez, Mariela M.; Tabors, Patton O.; Lopez, Lisa M. – Journal of Applied Developmental Psychology, 2007
This article describes oral language and early literacy skills in Spanish and English for a sample of 319 bilingual children in Massachusetts and Maryland (ECS) and a comparison group of 144 monolingual Spanish-speaking children in Puerto Rico (PRC). Children were assessed as they entered and exited pre-kindergarten programs. Data collection…
Descriptors: Foreign Countries, Reading Skills, Preschool Children, Oral Language
Dual Language Abilities of Bilingual Four-Year Olds: Initial Findings from the Early Childhood Study of Language and Literacy Development of Spanish-Speaking Children.
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Tabors, Patton O.; Paez, Mariela; Lopez, Lisa M. – NABE Journal of Research and Practice, 2003
Describes language and early literacy skills in Spanish and English for a sample of bilingual children in Massachusetts and Maryland and a comparative group of monolingual Spanish-speaking children in Puerto Rico. Children were 4-year-olds entering pre-kindergarten programs. Results are discussed. (Author/VWL)
Descriptors: Bilingualism, Comparative Analysis, English (Second Language), Literacy
The Comparative Use of the Spanish and English Editions of the Lollipop Test: A Cross Cultural Validation.
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Lang, William Steve; And Others – Journal of Research in Education, 1992
Compares the performance of similar preschool students on Spanish and English versions of the Lollipop Test: A Diagnostic Screening Test of School Readiness--Revised. Results with samples of 129 rural, 788 disadvantaged, and 148 bilingual children support the construct validity of the instrument and its Spanish form. (SLD)
Descriptors: Bilingualism, Black Students, Construct Validity, Cross Cultural Studies
Improving Early Educational Intervention Services for Deaf and Hearing Impaired Preschool Children by Establishing a Resource Center for Parents, Teachers and Other Professionals.
Bermudez, Lydia V. – 1989
The practicum report describes a program which established an Early Childhood Special Education Resource Center to serve the parents and teachers of deaf and hearing-impaired preschool children attending an integrated laboratory school associated with the University of Puerto Rico. Program goals included promoting parent-teacher interaction to…
Descriptors: Deafness, Early Intervention, Emotional Development, Hearing Impairments