Is Bilingual Receptive Vocabulary Assessment via Telepractice Comparable to Face-to-Face?

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. Supplemental Material: https://doi.org/10.23641/asha.17912297

Usage-Based Individual Differences in the Probabilistic Processing of Multi-Word Sequences

While it is widely acknowledged that both predictive expectations and retrodictive integration influence language processing, the individual differences that affect these two processes and the best metrics for observing them have yet to be fully described. The present study aims to contribute to the debate by investigating the extent to which experienced-based variables modulate the processing of word pairs (bigrams). Specifically, we investigate how age and reading experience correlate with lexical anticipation and integration, and how this effect can be captured by the metrics of forward and backward transition probability (TP). Participants read more and less strongly associated bigrams, paired in sets of four to control for known lexical covariates such as bigram frequency and semantic meaning (i.e., absolute control, total control, absolute silence, total silence) in a self-paced reading (SPR) task. They additionally completed assessments of exposure to print text (Author Recognition Test, Shipley vocabulary assessment, Words that Go Together task) and provided their age. Results show that both older age and lesser reading experience individually correlate with stronger TP effects. Moreover, TP effects differ across the spillover region (the two words following the noun in the bigram).

Tools and Teaching Strategies for Vocabulary Assessment and Instruction: A Review

Vocabulary is a complex intermediate component between oral and written language, which the influence on associated skills and general language abilities (e.g., decoding processing, comprehension) has been largely studied in children, suggesting its important role in literacy. The main aim of this article is to review some questions on vocabulary assessment and stimulation in children and identify the advantage of new technologies for evaluating and training vocabulary. It seems necessary to give the importance of vocabulary in language and literacy development, and the heterogeneity of vocabulary acquisition, depending on preschool word exposure (e.g., familial environment). After a state-of-the-art of conceptualization of vocabulary's notion, we revisit assumptions on vocabulary assessment and instruction indicating the main existing tools. This review lies in the attempt to enhance perspectives for new valid and effective tools using digital technologies.

From Growing to Biology: Plants 1e

Ready to find out how plants are grown and function? Take a fantastic voyage through plants. From Growing to Biology: Plants 1e brings the latest information for understanding of traditional and modern plant growing, form, and production. Topics covered in 30 chapters include concise and up-to-date ‘big picture’ infographics, student learning outcomes (SLOs), key vocabulary, assessment, as well as identification of 120 species, and more. Moreover, author Dr. G. Hacisalihoglu emphasizes on leaning concepts, binding those concepts together with visuals approach to make learning faster and more memorable. From Growing to Biology: Plants 1e is packed full of horticultural information that is ideal for both academia and industry growers. It is basic enough that if you are just getting started learning plants, you will be able to catch up. Always remember that practice makes permanent and keep going to take your learning plant bio to new levels.

Design and Simulation of Computer Aided Chinese Vocabulary Evaluation System

This article first explains the research background of computer-aided Chinese vocabulary assessment. Vocabulary assessment occupies an important position in Chinese learning. Computer-aided assessment has advantages in statistical analysis and organization and management. Subsequently, the development of Chinese vocabulary assessment and computer-assisted Chinese assessment was reviewed, and the design scheme of computer-assisted Chinese vocabulary assessment system was constructed. The functional framework, assessment methods, and feedback of the assessment system were explained. Finally, this paper verifies the function of the system through experimental investigation.

Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation

Copyright © Cambridge University Press 2019. Recently, a large number of vocabulary tests have been made available to language teachers, testers, and researchers. Unfortunately, most of them have been launched with inadequate validation evidence. The field of language testing has become increasingly more rigorous in the area of test validation, but developers of vocabulary tests have generally not given validation sufficient attention in the past. This paper argues for more rigorous and systematic procedures for test development, starting from a more precise specification of the test's purpose, intended testees and educational context, the particular aspects of vocabulary knowledge which are being measured, and the way in which the test scores should be interpreted. It also calls for greater assessment literacy among vocabulary test developers, and greater support for the end users of the tests, for instance, with the provision of detailed users' manuals. Overall, the authors present what they feel are the minimum requirements for vocabulary test development and validation. They argue that the field should self-police itself more rigorously to ensure that these requirements are met or exceeded, and made explicit for those using vocabulary tests.

Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation

Copyright © Cambridge University Press 2019. Recently, a large number of vocabulary tests have been made available to language teachers, testers, and researchers. Unfortunately, most of them have been launched with inadequate validation evidence. The field of language testing has become increasingly more rigorous in the area of test validation, but developers of vocabulary tests have generally not given validation sufficient attention in the past. This paper argues for more rigorous and systematic procedures for test development, starting from a more precise specification of the test's purpose, intended testees and educational context, the particular aspects of vocabulary knowledge which are being measured, and the way in which the test scores should be interpreted. It also calls for greater assessment literacy among vocabulary test developers, and greater support for the end users of the tests, for instance, with the provision of detailed users' manuals. Overall, the authors present what they feel are the minimum requirements for vocabulary test development and validation. They argue that the field should self-police itself more rigorously to ensure that these requirements are met or exceeded, and made explicit for those using vocabulary tests.