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The dimensionality of Spanish in young Spanish-English dual language learners

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The dimensionality of Spanish in young Spanish-English dual language learners. / Language and Reading Research Consortium.

In: Journal of Speech, Language, and Hearing Research, Vol. 58, 06.2015, p. 754-766.

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Harvard

Language and Reading Research Consortium 2015, 'The dimensionality of Spanish in young Spanish-English dual language learners', Journal of Speech, Language, and Hearing Research, vol. 58, pp. 754-766. https://doi.org/10.1044/2015_JSLHR-L-13-0266

APA

Language and Reading Research Consortium (2015). The dimensionality of Spanish in young Spanish-English dual language learners. Journal of Speech, Language, and Hearing Research, 58, 754-766. https://doi.org/10.1044/2015_JSLHR-L-13-0266

Vancouver

Language and Reading Research Consortium. The dimensionality of Spanish in young Spanish-English dual language learners. Journal of Speech, Language, and Hearing Research. 2015 Jun;58:754-766. https://doi.org/10.1044/2015_JSLHR-L-13-0266

Author

Language and Reading Research Consortium. / The dimensionality of Spanish in young Spanish-English dual language learners. In: Journal of Speech, Language, and Hearing Research. 2015 ; Vol. 58. pp. 754-766.

Bibtex

@article{ffa6f304532348c3ac826b695f586aad,
title = "The dimensionality of Spanish in young Spanish-English dual language learners",
abstract = "Purpose: This study examined the latent dimensionality of Spanish in young Spanish-English dual language learners (DLLs).Method: Two-hundred eighty-six children participated. In their prekindergarten year children completed norm-referenced and experimental language measures in Spanish requiring different levels of cognitive processing in both receptive and expressive language modalities.Results: The best-fitting model suggested a bi-factor solution with a single general language factor {\textquoteleft}l{\textquoteright} plus two additional factors {\textquoteleft}word knowledge{\textquoteright} and {\textquoteleft}integrative language knowledge.{\textquoteright} The general trait l reflects the proportion of common item variance for all of the items and the group traits of {\textquoteleft}word knowledge{\textquoteright} and {\textquoteleft}integrative language knowledge{\textquoteright} explain additional domain-specific variance for those item subsets.Conclusion: Results suggest that the Spanish language in preschool-age Spanish-English DLLs is not separable into content, form, and use, nor is it separable by higher- and lower-level language domains or processing demands. Instead, it appears that a general language factor underlies oral language in Spanish in DLL preschoolers and that other factors account for additional variance over and above l. Findings are discussed in relation to a companion study of monolingual English-speaking prekindergarteners.",
author = "{Language and Reading Research Consortium} and Kate Cain",
year = "2015",
month = jun,
doi = "10.1044/2015_JSLHR-L-13-0266",
language = "English",
volume = "58",
pages = "754--766",
journal = "Journal of Speech, Language, and Hearing Research",
issn = "1092-4388",
publisher = "American Speech-Language-Hearing Association (ASHA)",

}

RIS

TY - JOUR

T1 - The dimensionality of Spanish in young Spanish-English dual language learners

AU - Language and Reading Research Consortium

AU - Cain, Kate

PY - 2015/6

Y1 - 2015/6

N2 - Purpose: This study examined the latent dimensionality of Spanish in young Spanish-English dual language learners (DLLs).Method: Two-hundred eighty-six children participated. In their prekindergarten year children completed norm-referenced and experimental language measures in Spanish requiring different levels of cognitive processing in both receptive and expressive language modalities.Results: The best-fitting model suggested a bi-factor solution with a single general language factor ‘l’ plus two additional factors ‘word knowledge’ and ‘integrative language knowledge.’ The general trait l reflects the proportion of common item variance for all of the items and the group traits of ‘word knowledge’ and ‘integrative language knowledge’ explain additional domain-specific variance for those item subsets.Conclusion: Results suggest that the Spanish language in preschool-age Spanish-English DLLs is not separable into content, form, and use, nor is it separable by higher- and lower-level language domains or processing demands. Instead, it appears that a general language factor underlies oral language in Spanish in DLL preschoolers and that other factors account for additional variance over and above l. Findings are discussed in relation to a companion study of monolingual English-speaking prekindergarteners.

AB - Purpose: This study examined the latent dimensionality of Spanish in young Spanish-English dual language learners (DLLs).Method: Two-hundred eighty-six children participated. In their prekindergarten year children completed norm-referenced and experimental language measures in Spanish requiring different levels of cognitive processing in both receptive and expressive language modalities.Results: The best-fitting model suggested a bi-factor solution with a single general language factor ‘l’ plus two additional factors ‘word knowledge’ and ‘integrative language knowledge.’ The general trait l reflects the proportion of common item variance for all of the items and the group traits of ‘word knowledge’ and ‘integrative language knowledge’ explain additional domain-specific variance for those item subsets.Conclusion: Results suggest that the Spanish language in preschool-age Spanish-English DLLs is not separable into content, form, and use, nor is it separable by higher- and lower-level language domains or processing demands. Instead, it appears that a general language factor underlies oral language in Spanish in DLL preschoolers and that other factors account for additional variance over and above l. Findings are discussed in relation to a companion study of monolingual English-speaking prekindergarteners.

U2 - 10.1044/2015_JSLHR-L-13-0266

DO - 10.1044/2015_JSLHR-L-13-0266

M3 - Journal article

VL - 58

SP - 754

EP - 766

JO - Journal of Speech, Language, and Hearing Research

JF - Journal of Speech, Language, and Hearing Research

SN - 1092-4388

ER -