A Developmental Vocabulary Assessment for Parents (DVAP): Validating Parental Report of Vocabulary Size in 2- to 7-Year-Old Children

2013 ◽  
Vol 16 (3) ◽  
pp. 442-454 ◽  
Author(s):  
Melissa E. Libertus ◽  
Darko Odic ◽  
Lisa Feigenson ◽  
Justin Halberda
Keyword(s):  
Parental Report ◽  
Vocabulary Size ◽  
Vocabulary Assessment

Early Vocabulary in Children With Cochlear Implants: A Comparison Between Three Assessment Methods

2019 ◽  
Vol 42 (2) ◽  
pp. 101-121
Author(s):  
Louise Duchesne ◽  
Natacha Trudeau ◽  
Andrea A. N. MacLeod ◽  
François Bergeron ◽  
Elin Thordardottir
Keyword(s):  
Cochlear Implants ◽  
Parental Satisfaction ◽  
Parental Report ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
French Speaking ◽  
Language Data ◽  
Comprehensive Picture ◽  
Post Implantation ◽  
Language Sample

In children with a hearing loss who receive cochlear implants (CIs) under the age of 2, regular assessments are conducted to monitor auditory and linguistic progress. However, the collection of authentic, representative, and reliable expressive language data on young children with CIs remains a challenge. The purpose of the study was to determine whether data from parental report, language diary, and spontaneous language sample are equally representative of the development of expressive vocabulary over the first 12 months of CI use. Nine French-speaking children and their families participated in the study. We collected data at 3, 6, 9, and 12 months post-implantation, and we measured parental satisfaction regarding the use of a language diary. All three methods showed a progression in the total number of different words expressed over time and captured grammatical diversity. The findings suggest that when vocabulary size is still small, the diary might provide a more comprehensive picture of development than a vocabulary checklist.

Young children's acquisition of the handshape aspect of American Sign Language signs: Parental report findings

1997 ◽  
Vol 18 (1) ◽  
pp. 17-39 ◽  
Author(s):  
Theodore Siedlecki ◽  
John D. Bonvillian
Keyword(s):  
Young Children ◽  
American Sign Language ◽  
Sign Language ◽  
Home Visit ◽  
Ordinal Position ◽  
American Sign ◽  
Parental Report ◽  
Vocabulary Size ◽  
Deaf Parents ◽  
Parental Reports

ABSTRACTThe acquisition of the handshape aspect of American Sign Language signs was examined longitudinally in nine young children of deaf parents. In monthly home visit sessions, the parents demonstrated on videotape how their children formed the different signs in their lexicons. According to these parental reports, handshapes were produced accurately in 49.8% of the children's different signs. Accuracy of handshape production typically improved with the children's increasing age and vocabulary size. Four basic handshapes (/5, G, B, A/) predominated in the children's early sign productions. Measures of the children's handshape production accuracy, ordinal position of initial production, and frequency of production were used to describe the order in which handshapes were most often acquired. It was also observed that the part of the hand involved in contacting a sign's location often affected the accuracy of the handshapes being produced.

Investigating the role of vocabulary size in second language speaking ability

2018 ◽  
Vol 24 (4) ◽  
pp. 540-556 ◽  
Author(s):  
Takumi Uchihara ◽  
Jon Clenton
Keyword(s):  
Second Language ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Future Research ◽  
Vocabulary Size ◽  
Expert Rating ◽  
L2 Speaking ◽  
Vocabulary Assessment ◽  
L2 Vocabulary

The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test; Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). Elicited speech samples were submitted to expert rating based on speakers’ vocabulary features as well as lexical sophistication measures. Results indicate that vocabulary size was significantly associated with vocabulary rating. However, learners with large vocabulary sizes did not necessarily produce lexically sophisticated L2 words during speech. A closer examination of the data reveals complexities regarding the relationship between vocabulary knowledge and speaking. Based on these findings, we explore implications for L2 vocabulary assessment in classroom teaching contexts and provide important suggestions for future research on the vocabulary-and-speaking link.

scholarly journals Vocabulary size, translation equivalents, and efficiency in word recognition in very young bilinguals

2015 ◽  
Vol 43 (4) ◽  
pp. 760-783 ◽  
Author(s):  
JACQUELINE LEGACY ◽  
PASCAL ZESIGER ◽  
MARGARET FRIEND ◽  
DIANE POULIN-DUBOIS
Keyword(s):  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Word Retrieval ◽  
Parental Report ◽  
Vocabulary Size ◽  
Word Comprehension ◽  
English Bilingual ◽  
Communicative Development ◽  
Vocabulary Comprehension ◽  
L1 And L2

ABSTRACTThe present study examined early vocabulary development in fifty-nine French monolingual and fifty French–English bilingual infants (1;4–1;6). Vocabulary comprehension was assessed using both parental report (MacArthur-Bates Communicative Development Inventory; CDI) and the Computerized Comprehension Task (CCT). When assessing receptive vocabulary development using parental report, the bilinguals knew more words in their L1 versus their L2. However, young bilinguals were as accurate in L1 as they were in L2 on the CCT, and exhibited no difference in speed of word comprehension across languages. The proportion of translation equivalents in comprehension varied widely within this sample of young bilinguals and was linked to both measures of vocabulary size but not to speed of word retrieval or exposure to L2. Interestingly, the monolinguals outperformed the bilinguals with respect to accuracy but not reaction time in their L1 and L2. These results highlight the importance of using multiple measures to assess early vocabulary development.

Standardized and tailor-made tests probe different factors influencing the acquisition of second language vocabulary by children

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Marta Marecka ◽  
Agnieszka Otwinowska ◽  
Anna Jelec
Keyword(s):  
Phonological Awareness ◽  
Short Term Memory ◽  
Standardized Test ◽  
Assessment Tools ◽  
Short Term ◽  
Vocabulary Size ◽  
Term Memory ◽  
Vocabulary Assessment ◽  
L2 Vocabulary ◽  
The Relationship

AbstractStudies investigating the relationship between phonological short term memory, phonological awareness and vocabulary in L2 child learners yield mixed results. Those differences may be caused by the vocabulary assessment tools used in research. Tailor-made vocabulary tests based on the input the L2 learners receive may deliver different results than standardized tests based on L1 norms. To investigate this assumption, we examined the effect of phonological short-term memory and phonological awareness on L2 vocabulary size in child learners using a standardized and a tailor-made test based on L2 participants’ textbooks. The results of both tests were correlated, indicating that they measured the same construct. Results of both tests were influenced by children’s English phonological awareness scores, but while the Standardized Test was related to phonological short-term memory scores, the Textbook Test was related to nonverbal IQ. We suggest that standardised and tailor-made tests tap into two different modes of vocabulary acquisition.

Estimating the latent number of types in growing corpora with reduced cost–accuracy trade-off

2015 ◽  
Vol 43 (1) ◽  
pp. 107-134 ◽  
Author(s):  
SHOHEI HIDAKA
Keyword(s):  
Lower Cost ◽  
Size Estimation ◽  
Limited Sample ◽  
Vocabulary Size ◽  
Cross Sectional ◽  
Limited Sample Size ◽  
Novel Technique ◽  
Vocabulary Assessment ◽  
Children's Speech ◽  
Over Time

ABSTRACTThe number of unique words in children's speech is one of most basic statistics indicating their language development. We may, however, face difficulties when trying to accurately evaluate the number of unique words in a child's growing corpus over time with a limited sample size. This study proposes a novel technique to estimate the latent number of words from a series of words uttered by children. This technique utilizes statistical properties of the number of types as a function of the number of sampled tokens. We tested the practical effectiveness of the proposed method in the empirical data analysis of the cross-sectional and longitudinal samples. The converging empirical evidence indicates that the proposed estimator improves the accuracy of vocabulary size estimation over a set of existing estimators. Utilizing this efficient estimator, we propose a new sampling scheme for vocabulary assessment that has lower cost and higher accuracy compared to existing methods.

scholarly journals Total and Conceptual Vocabulary in Spanish–English Bilinguals From 22 to 30 Months: Implications for Assessment

2013 ◽  
Vol 56 (5) ◽  
pp. 1637-1649 ◽  
Author(s):  
Cynthia Core ◽  
Erika Hoff ◽  
Rosario Rumiche ◽  
Melissa Señor
Keyword(s):  
Average Rate ◽  
Bilingual Children ◽  
Control Group ◽  
Early Language ◽  
Vocabulary Size ◽  
Early Language Development ◽  
Communicative Development ◽  
English Speaking ◽  
Language Measure ◽  
Vocabulary Assessment

PurposeVocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish–English bilingual children to a single-language measure used with monolingual children.MethodTotal vocabulary and conceptual vocabulary were used to measure mean vocabulary size and growth in 47 Spanish–English bilingually developing children from 22 to 30 months of age based on results from the MacArthur–Bates Communicative Development Inventory (CDI; Fenson et al., 1993) and the Inventario del Desarrollo de Habilidades Comunicativas (Jackson-Maldonado et al., 2003). Bilingual children's scores of total vocabulary and conceptual vocabulary were compared with CDI scores for a control group of 56 monolingual children.ResultsThe total vocabulary measure resulted in mean vocabulary scores and average rate of growth similar to monolingual growth, whereas conceptual vocabulary scores were significantly smaller and grew at a slower rate than total vocabulary scores. Total vocabulary identified the same proportion of bilingual children below the 25th percentile on monolingual norms as the CDI did for monolingual children.ConclusionThese results support the use of total vocabulary as a means of assessing early language development in young bilingual Spanish–English speaking children.

Prespeech Vocalizations and the Emergence of Speech: A Study of 1005 Spanish Children

2013 ◽  
Vol 16 ◽  
Author(s):  
Alexandra Karousou ◽  
Susana López-Ornat
Keyword(s):  
Gradual Transition ◽  
Parental Report ◽  
Vocal Development ◽  
Vocabulary Size ◽  
Theoretical Frameworks ◽  
Lexical Development ◽  
Linguistic Development ◽  
Asynchronous Development ◽  
Parental Questionnaire ◽  
Communicative Development

AbstractThis study investigates 12 prespeech vocal behaviors which are taken to reflect children´s phonological, communicative and early symbolic development. It explores their development (onset, duration and extinction) and their relation to early lexical development. A structured parental questionnaire on prespeech vocalizations was developed, validated and used for the evaluation of 1005 Spanish children’s early vocal development (8–30 months). In parallel, the same children’s productive vocabulary was assessed using the vocabulary section of the European-Spanish MacArthur-Bates Communicative Development Inventories. Results highlight a global inverted U-shaped developmental pattern which emerges from the asynchronous development of the vocal behaviors examined, relating both their emergence and extinction to advances in linguistic development. Moreover, the protracted coexistence of prespeech vocalizations with early speech and their significant correlations with vocabulary size reveal a gradual transition into language. Overall results reinforce and extend previous findings on the development of prespeech vocalizations and establish their relevance as early indexes of linguistic development. Finally, positive evidence on the use of an assisted parental report method for reliably evaluating these developments is provided. Results are discussed within theoretical frameworks that conceive language as the emergent product of complex developmental processes.

First translation equivalents in bilingual toddlers’ expressive vocabulary

2014 ◽  
Vol 38 (4) ◽  
pp. 317-322 ◽  
Author(s):  
Laura Bosch ◽  
Marta Ramon-Casas
Keyword(s):  
Lexical Acquisition ◽  
Parental Report ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Early Stages ◽  
Phonological Form ◽  
Different Types ◽  
Cross Language

Translation equivalents (TEs) characterize the lexicon of bilinguals from the early stages of acquisition, as reported in studies involving English and other languages in which most cross-language synonyms are dissimilar in phonological form. This research explores the emergence of TEs in Spanish-Catalan bilinguals who are acquiring two languages with many cognate words and thus languages with many cross-language synonyms with identical or similar phonological forms. Expressive vocabulary was obtained in two 18-month-old groups (monolingual and bilingual, N = 24 each) through parental report using a bilingual questionnaire. Four different vocabulary size measures were computed in bilinguals, correcting for different types of phonological overlap in words across their two languages. Bilinguals were found comparable to monolinguals in every measure except for Total Vocabulary Size (Spanish + Catalan words) in which they outscored monolinguals due to the high number of form-identical cross-language elements in their expressive vocabularies. Form-similar and dissimilar TEs accounted for less than 2% of the words produced and were only present in infants with larger vocabularies. Results support the hypothesis that phonological form proximity between words across bilinguals' two languages facilitates early lexical acquisition.

Stress assignment in bilingual adults reading Italian as a second language: The effect of vocabulary size

2011 ◽  
Author(s):  
C. Burani ◽  
S. Primativo ◽  
L. S. Arduino ◽  
S. O'Brien ◽  
D. Paizi ◽  
...  
Keyword(s):  
Second Language ◽  
Vocabulary Size ◽  
Stress Assignment
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