دورية أكاديمية
Is Bilingual Receptive Vocabulary Assessment via Telepractice Comparable to Face-to-Face?
| العنوان: | Is Bilingual Receptive Vocabulary Assessment via Telepractice Comparable to Face-to-Face? |
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| اللغة: | English |
| المؤلفون: | Castilla-Earls, Anny (ORCID |
| المصدر: | Language, Speech, and Hearing Services in Schools. Apr 2022 53(2):454-465. |
| الإتاحة: | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH) |
| Contract Number: | K23DC015835 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Receptive Language, Language Skills, Language Usage, Bilingualism, Language Impairments, Developmental Disabilities, Delivery Systems, Teleconferencing, Vocabulary Development, COVID-19, Pandemics, Evaluation Methods, English, Spanish, Young Children |
| Assessment and Survey Identifiers: | Kaufman Brief Intelligence Test, Peabody Picture Vocabulary Test |
| DOI: | 10.1044/2021_LSHSS-21-00054 |
| تدمد: | 0161-1461 1558-9129 |
| مستخلص: | Purpose: This study investigated the effect of delivery method (face-to-face or telepractice), time, home language, and language ability on bilingual children's receptive vocabulary scores in Spanish and English. Method: Participants included bilingual children with (n = 32) and without (n = 57) developmental language disorders (DLD) that were assessed at 2 time points about 1 year apart. All children participated in face-to-face assessment at Time 1. At Time 2, 41 children were assessed face-to-face and 48 children were assessed using telepractice. Results: Delivery method was not a significant predictor of receptive scores in either Spanish or English. Spanish and English receptive vocabulary increased over time in both children with and without DLD. Children with DLD had lower receptive vocabulary raw scores than children with typical development. Children who spoke English-only at home had significantly higher English receptive scores than children who spoke Spanish-only or both Spanish and English at home. Conclusions: Face-to-face and telepractice assessments seem to be comparable methods for the assessments of Spanish and English receptive skills. Spanish and English receptive skills increased over time in children with and without DLD. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1343571 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0161-1461 1558-9129 |
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| DOI: | 10.1044/2021_LSHSS-21-00054 |