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Direct linkAnaya, Jissel B.; Peña, Elizabeth D.; Bedore, Lisa M. – Language, Speech, and Hearing Services in Schools, 2018
Purpose: This study examined the effects of single-language and conceptual scoring on the vocabulary performance of bilingual children with and without specific language impairment. We assessed classification accuracy across 3 scoring methods. Method: Participants included Spanish-English bilingual children (N = 247) aged 5;1 (years;months) to…
Descriptors: Scoring, Classification, Bilingualism, Vocabulary Development
Bedore, Lisa M.; Pena, Elizabeth D.; Griffin, Zenzi M.; Hixon, J. Gregory – Journal of Child Language, 2016
This study evaluates the effects of Age of Exposure to English (AoEE) and Current Input/Output on language performance in a cross-sectional sample of Spanish-English bilingual children. First- (N = 586) and third-graders (N = 298) who spanned a wide range of bilingual language experience participated. Parents and teachers provided information…
Descriptors: Elementary School Students, Grade 1, Grade 3, Language Acquisition
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
