Observed and Reported Expressive Vocabulary and Word Combinations in Bilingual Toddlers The consistency of parental reports of expressive vocabulary and word combinations with observed expressive language among 21- to 27-month-old children exposed to English and Spanish on a regular basis was the focus of this investigation. Parental reports were obtained using the Spanish-English Vocabulary Checklist (Patterson, 1998), an adaptation of the ... Research Note
Research Note  |   February 01, 2000
Observed and Reported Expressive Vocabulary and Word Combinations in Bilingual Toddlers
 
Author Affiliations & Notes
  • Janet L. Patterson
    University of New Mexico Albuquerque
  • Corresponding author: e-mail: jpatters@unm.edu
Article Information
Development / Cultural & Linguistic Diversity / Language Disorders / Language / Research Note
Research Note   |   February 01, 2000
Observed and Reported Expressive Vocabulary and Word Combinations in Bilingual Toddlers
Journal of Speech, Language, and Hearing Research, February 2000, Vol. 43, 121-128. doi:10.1044/jslhr.4301.121
History: Received October 29, 1998 , Accepted July 8, 1999
 
Journal of Speech, Language, and Hearing Research, February 2000, Vol. 43, 121-128. doi:10.1044/jslhr.4301.121
History: Received October 29, 1998; Accepted July 8, 1999

The consistency of parental reports of expressive vocabulary and word combinations with observed expressive language among 21- to 27-month-old children exposed to English and Spanish on a regular basis was the focus of this investigation. Parental reports were obtained using the Spanish-English Vocabulary Checklist (Patterson, 1998), an adaptation of the Language Development Survey (Rescorla, 1989) . The number of different words parents reported was correlated (r=.66) with the number of different words the children used during a 30-min videotaped interaction with the reporting parent. Parental reports of whether the child was combining words and estimates of proportion of the child's use of Spanish and English also were consistent with the children's language use during the 30-min language samples.

Acknowledgments
¡Muchas gracias! to the 12 families who took time from their busy schedules to participate in the study. Key contributors to data collection and transcription were Monica Gurulé, Stephanie Lopez, Christina Rodriguez Engel, and Yvonne Soto Gómez. Many people helped with contacting potential participants for the study; the special efforts of Debbie Powell and Liliana Solomon are gratefully acknowledged.
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