Conceptual scoring increases the proportion of typically-developing bilingual children classified within the average range on every vocabulary measure¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For each measure, conceptual scoring increased the proportion of bilingual children scoring within or above the average range (standard score ≥ 85). → Gross Megan 2014 q3 i? For simultaneous bilinguals, conceptual scoring achieved good classification (at least 90%) on all measures, and all sequential bilinguals scored within the average range on at least one receptive measure when both languages were used. → Gross Megan 2014 (2)

Evidence¶

Gross Megan 2014¶

Gross Megan, Buac Milijana, Kaushanskaya Margarita. (2014). Conceptual scoring of receptive and expressive vocabulary measures in simultaneous and sequential bilingual children. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2014_AJSLP-13-0026

q3 · i? · associational · r2

Classification analysis modeled on Bedore et al. (2005), computing proportions of the 39 simultaneous and 19 sequential bilinguals scoring at least 85 with and without conceptual scoring; proportions rose on every measure (e.g., Spanish expressive: 31% to 92% for simultaneous bilinguals). No effect size printed.

"For each measure, conceptual scoring increased the proportion of typically-developing bilingual children scoring within or above the average range. For the simultaneous bilinguals, conceptual scoring resulted in “good” classification for all measures, with at least 90% of children scoring in the average range."

Gross Megan 2014 (2)¶

Gross Megan, Buac Milijana, Kaushanskaya Margarita. (2014). Conceptual scoring of receptive and expressive vocabulary measures in simultaneous and sequential bilingual children. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2014_AJSLP-13-0026

q3 · i? · associational · r2

Classification analysis of the sequential bilingual group using conceptual scores from both languages; all 19 scored within the average range on at least one receptive measure and 89% on at least one expressive measure, as quoted. No effect size printed.

"However, when considering conceptual scores derived from both English and Spanish measures, all sequential bilinguals scored within the average range on at least one receptive measure and 89% scored within the average range on at least one expressive measure."

Discussion¶

Related Claims¶

• Conceptual scoring removes the monolingual-simultaneous-bilingual gap in English receptive vocabulary but not in English expressive vocabulary — related
• Conceptual scoring significantly raises bilingual children's standardized vocabulary scores, an effect not modulated by test language, modality, or acquisition history once SES is controlled — related