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Face-to-face and telepractice assessments (Castilla-Earls et al., 2022) ...
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Abstract:
Purpose: This study investigated the effect of delivery method (face-to-face or telepractice), time, home language, and language ability on bilingual children’s receptive vocabulary scores in Spanish and English. Method: Participants included bilingual children with ( n = 32) and without ( n = 57) developmental language disorders (DLD) that were assessed at 2 time points about 1 year apart. All children participated in face-to-face assessment at Time 1. At Time 2, 41 children were assessed face-to-face and 48 children were assessed using telepractice. Results: Delivery method was not a significant predictor of receptive scores in either Spanish or English. Spanish and English receptive vocabulary increased over time in both children with and without DLD. Children with DLD had lower receptive vocabulary raw scores than children with typical development. Children who spoke English-only at home had significantly higher English receptive scores than children who spoke Spanish-only or both Spanish and English at ...
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Keyword:
200102 Communication Technology and Digital Media Studies; FOS Media and communications; Language
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URL: https://dx.doi.org/10.23641/asha.17912297
https://asha.figshare.com/articles/dataset/Face-to-face_and_telepractice_assessments_Castilla-Earls_et_al_2022_/17912297
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Face-to-face and telepractice assessments (Castilla-Earls et al., 2022) ...
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Cortical Thickness in bilingual and monolingual children: Relationships to language use and language skill
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In: Neuroimage (2021)
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Symbiosis, Parasitism and Bilingual Cognitive Control: A Neuroemergentist Perspective
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