Examining Similarities and Differences Among Parent–Teacher Reports of Spanish–English Productive Vocabulary Purpose The purposes of the present study were to (a) explore the relationship between parent and teacher reports of children's bilingual (Spanish–English) productive vocabulary and (b) examine similarities and differences among parent–teacher reports. Word categories were examined to determine the nature of similarities and differences. Method Parents and ... Research Article
Research Article  |   October 01, 2014
Examining Similarities and Differences Among Parent–Teacher Reports of Spanish–English Productive Vocabulary
 
Author Affiliations & Notes
  • Virginia L. Dubasik
    Arizona State University, Phoenix
  • Dubravka Svetina
    Indiana University, Bloomington
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Virginia L. Dubasik, who is now at Bowling Green State University: vdubasi@bgsu.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Carla Jackson
    Associate Editor: Carla Jackson×
Article Information
Development / Cultural & Linguistic Diversity / Research Articles
Research Article   |   October 01, 2014
Examining Similarities and Differences Among Parent–Teacher Reports of Spanish–English Productive Vocabulary
Language, Speech, and Hearing Services in Schools, October 2014, Vol. 45, 325-336. doi:10.1044/2014_LSHSS-13-0044
History: Received June 5, 2013 , Revised February 27, 2014 , Accepted August 5, 2014
 
Language, Speech, and Hearing Services in Schools, October 2014, Vol. 45, 325-336. doi:10.1044/2014_LSHSS-13-0044
History: Received June 5, 2013; Revised February 27, 2014; Accepted August 5, 2014
Web of Science® Times Cited: 1

Purpose The purposes of the present study were to (a) explore the relationship between parent and teacher reports of children's bilingual (Spanish–English) productive vocabulary and (b) examine similarities and differences among parent–teacher reports. Word categories were examined to determine the nature of similarities and differences.

Method Parents and teachers of eleven Spanish–English bilinguals (Mage = 44.5 months) completed the MacArthur–Bates Communicative Development Inventory upper extension and an experimental version of a congruent Spanish form at 2 time points. Percent agreement, kappa coefficient, and Spearman's rho were employed to estimate overall interrater agreement and agreement on specific word categories.

Results Results indicated inconsistent levels of overall agreement across measures and forms. Higher levels of parent–teacher agreement were observed on Spanish forms at either time point using Spearman's rho coefficient and kappa, whereas percent agreement was higher on English forms. Limited overlap of high agreement between parents and teachers was found on word categories across indices. Unique contributions of reporters were observed.

Conclusion This work underscores the utility of multiple informants of bilingual children's productive vocabulary. Combined and unique contributions of parent and teacher reporters may inform the language development of preschool-age bilingual children as productive vocabulary skills develop and change.

Acknowledgments
This work was funded through U.S. Department of Education Leadership Training Grant H325D060009, awarded to M. Jeanne Wilcox, Arizona State University. The first author was a doctoral student of M. Jeanne Wilcox at the time in which the study was completed. We thank Shaher Vagh, Jeannette Mancilla-Martinez, and Barbara Pan for allowing us to use their measure. We also thank the children, families, and preschool teachers for their participation in this study.
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