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1	Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
	Anaya, Jissel B; Peña, Elizabeth D; Bedore, Lisa M
	In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018)
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2	Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
	Anaya, Jissel B; Peña, Elizabeth D; Bedore, Lisa M
	In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018)
	Abstract: PurposeThis 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.MethodParticipants included Spanish-English bilingual children (N = 247) aged 5;1 (years;months) to 11;1 with and without specific language impairment. Children completed the English and bilingual versions of the Expressive One-Word Picture Vocabulary Test-Third Edition (Brownell, 2000a, 2001). Six scores, 2 representing monolingual scores in English and Spanish and 4 conceptual scores, were derived. The conceptual scores included within-test conceptual scores, which credited language responses in the other language during test administration, and across-test conceptual scores, which we compiled by examining responses across independent administrations of the test in each language.ResultsAcross-test conceptual scoring resulted in the highest scores and better overall classification, sensitivity, and specificity than within-test conceptual scoring. Both were superior to monolingual scoring; however, none of the methods achieved minimum standards of 80% accuracy in sensitivity and specificity.ConclusionsResults suggest that bilingual children are not always able to readily access their other language in confrontation naming tasks. Priming or inhibition may play a role in test performance. Across-test conceptual scoring yielded the highest classification accuracy but did not meet minimum standards.
	Keyword: Child; Clinical Sciences; Concept Formation; Female; Hispanic or Latino; Humans; Language; Language Development; Language Development Disorders; Language Tests; Male; Multilingualism; Pediatric; Preschool; Sensitivity and Specificity; Specialist Studies in Education; Speech-Language Pathology & Audiology; Vocabulary
	URL: https://escholarship.org/uc/item/8h37t8k6
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