Goodrich J Marc, Lonigan Christopher J
University of Nebraska-Lincoln.
Florida State University.
J Child Lang. 2018 Jul;45(4):1006-1017. doi: 10.1017/S0305000917000538. Epub 2018 Mar 12.
This study evaluated the development of vocabulary knowledge over the course of two academic years, beginning in preschool, in a large sample (N = 944) of language-minority children using scores from single-language vocabulary assessments and conceptual scores. Results indicated that although children began the study with higher raw scores for Spanish vocabulary knowledge than for English vocabulary knowledge, this was reversed by the end of the first year of the study. Similarly, at the beginning of the study unique Spanish vocabulary scores were larger than unique English or shared Spanish-English vocabulary scores; however, by the end of the first year of the study children's shared Spanish-English vocabulary scores were larger than unique English vocabulary scores, which were larger than unique Spanish vocabulary scores. These trends continued through the second year of the study. These results suggest that conceptual scoring is a useful assessment technique for children with limited exposure to their second language. Implications for assessment and instruction are discussed.
本研究以一个来自语言少数群体的大样本（N = 944）儿童为对象，从学前阶段开始，利用单语言词汇评估得分和概念得分，评估了两个学年中词汇知识的发展情况。结果表明，尽管儿童在研究开始时西班牙语词汇知识的原始得分高于英语词汇知识，但在研究的第一年末，这种情况发生了逆转。同样，在研究开始时，独特的西班牙语词汇得分高于独特的英语词汇得分或西班牙语-英语共享词汇得分；然而，到研究第一年末，儿童的西班牙语-英语共享词汇得分高于独特的英语词汇得分，而独特的英语词汇得分又高于独特的西班牙语词汇得分。这些趋势在研究的第二年持续存在。这些结果表明，概念评分对于接触第二语言有限的儿童是一种有用的评估技术。文中还讨论了对评估和教学的启示。
