Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States

ABSTRACT

This study examines the response patterns of 288 Spanish-English dual language learners on a standardized test of receptive Spanish vocabulary. Investigators analyzed responses to 54 items on the Test de Vocabulario en Imagenes (TVIP) [Dunn, L. M., D. E. Lugo, E. R. Padilla, and L. M. Dunn. 1986. Test de Vocabulario en Imganes Peaboy: Adaptacion Hispanoamericana. Circle Pines, MN: AGS] focusing on differential accuracy on items influenced by (a) cross-linguistic overlap, (b) context (home/school), and (c) word frequency in Spanish. The response patterns showed cross-linguistic overlap in phonology was a significant predictor of accuracy at the item level. After accounting for item number (expected difficulty level), context of exposure was a significant predictor of the likelihood of obtaining a correct response. Spanish word frequency was not a significant predictor of accuracy. The current findings substantiate the influence of cross-linguistic overlap in phonology and context on Spanish vocabulary recognition by Spanish-English speaking children. Children were more likely to obtain correct responses on lexical items that were associated with the home context. Researchers and practitioners should consider phonological cross-linguistic overlap in addition to context of word exposure and word frequency when designing and utilizing vocabulary assessments for children from linguistic minority backgrounds.

KEYWORDS:

• Assessment
• second language learning
• dual language learners
• cognate
• language exposure
• word familiarity

Acknowledgements

The authors are especially grateful to partnering schools, participating families, and support from research assistants. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education or National Institutes of Health.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A130460 awarded to Carla Wood at Florida State University and support by the National Institute on Deafness and Other Communication Disorders of the National Institutes of Health under Grant R15DC013670 awarded to Anny Castilla-Earls at University of Houston.

Notes on contributors

Carla Wood

Carla Wood is a Professor and speech-language pathologist in the School of Communication Sciences and Disorders at Florida State University. Her research specializes in bilingual language and literacy development and disorders.

Rachel Hoge

Rachel Hoge is a speech-language pathologist and doctoral student at Florida State University. Her clinical and research interests include bilingual language acquisition, literacy development, and augmentative and alternative communication.

Christopher Schatschneider

Christopher Schatschneider is a Professor of Psychology and Florida State University and is Associate Director of the Florida Center for Reading Research. He is a methodologist and is interested in how children learn to read.

Anny Castilla-Earls

Anny Castilla-Earls is an Associate Professor in the Department of Communication Disorders and Sciences at the University of Houston. Her primary research interests are language development, assessment and disorders in monolingual and bilingual children.