Harvard Graduate School of Education, Cambridge, MA 02138, USA.
Child Dev. 2009 Sep-Oct;80(5):1545-63. doi: 10.1111/j.1467-8624.2009.01350.x.
This longitudinal study examined growth in the English productive vocabularies of bilingual and monolingual children between ages 24 and 36 months and explored the utility and validity of supplementing parent reports with teacher reports to improve the estimation of children's vocabulary. Low-income, English-speaking and English/Spanish-speaking parents and Early Head Start and Head Start program teachers completed the MacArthur-Bates Communicative Development Inventory, Words and Sentences for 85 children. Results indicate faster growth rates for monolingual than for bilingual children and larger vocabularies for bilingual children who spoke mostly English than mostly Spanish at home. Parent-teacher composite reports, like parent reports, significantly related to children's directly assessed productive vocabulary at ages 30 and 36 months, but parent reports fit the model better. Implications for vocabulary assessment are discussed.
本纵向研究考察了 24 至 36 个月大的双语和单语儿童英语生产性词汇的增长情况，并探讨了用教师报告补充家长报告以提高儿童词汇估计的有效性和有效性。低收入、英语和英语/西班牙语双语父母和早期开端和开端计划教师为 85 名儿童完成了麦克阿瑟-贝茨交际发展量表、单词和句子。结果表明，单语儿童的增长速度快于双语儿童，在家中主要讲英语而非西班牙语的双语儿童词汇量更大。与儿童在 30 个月和 36 个月时直接评估的生产性词汇量显著相关，但家长报告更符合模型。讨论了对词汇评估的影响。
