Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States

被引:5
作者
Wood, Carla [1 ]
Hoge, Rachel [1 ]
Schatschneider, Christopher [1 ]
Castilla-Earls, Anny [2 ]
机构
[1] Florida State Univ, Sch Commun Sci & Disorders, Tallahassee, FL 32306 USA
[2] Univ Houston, Commun Disorders & Sci, Houston, TX USA
基金
美国国家卫生研究院;
关键词
Assessment; second language learning; dual language learners; cognate; language exposure; word familiarity; DUAL LANGUAGE EXPOSURE; RECEPTIVE VOCABULARY; BILINGUAL-CHILDREN; READING OUTCOMES; HOME; 2ND-LANGUAGE; IMPAIRMENT; RECOGNITION; ACQUISITION; EDUCATION;
D O I
10.1080/13670050.2018.1547266
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study examines the response patterns of 288 Spanish-English dual language learners on a standardized test of receptive Spanish vocabulary. Investigators analyzed responses to 54 items on the Test de Vocabulario en Imagenes (TVIP) [Dunn, L. M., D. E. Lugo, E. R. Padilla, and L. M. Dunn. 1986. Test de Vocabulario en Imganes Peaboy: Adaptacion Hispanoamericana. Circle Pines, MN: AGS] focusing on differential accuracy on items influenced by (a) cross-linguistic overlap, (b) context (home/school), and (c) word frequency in Spanish. The response patterns showed cross-linguistic overlap in phonology was a significant predictor of accuracy at the item level. After accounting for item number (expected difficulty level), context of exposure was a significant predictor of the likelihood of obtaining a correct response. Spanish word frequency was not a significant predictor of accuracy. The current findings substantiate the influence of cross-linguistic overlap in phonology and context on Spanish vocabulary recognition by Spanish-English speaking children. Children were more likely to obtain correct responses on lexical items that were associated with the home context. Researchers and practitioners should consider phonological cross-linguistic overlap in addition to context of word exposure and word frequency when designing and utilizing vocabulary assessments for children from linguistic minority backgrounds.
引用
收藏
页码:1178 / 1192
页数:15
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