Vocabulary and Phonological Abilities Affect Dual Language Learners' Consonant Production Accuracy Within and Across Languages: A Large-Scale Study of 3- to 6-Year-Old Spanish-English Dual Language Learners.

Purpose This study examined factors of language ability that predict consonant production accuracy in young Spanish-English dual language learners (DLLs). Method Participants were 695 Latino DLLs, ages 3;0-6;5 (years;months). Single-word productions were elicited using the Bilingual Phonological Assessment (Miccio & Hammer, 2006).

Effects of Home Language, Oral Language Skills, and Cross-Linguistic Phonological Abilities on Whole-Word Proximity in Spanish-English-Speaking Children.

Purpose This study examined language use and language ability factors that predict phonological whole-word proximity in young Spanish-English-speaking children. Method Participants were 199 Latino children aged 3;0-6;6 (years;months) and their mothers. Children's speech sound production in English and Spanish was assessed using the Bilingual Phonological Assessment ( Miccio & Hammer, 2006 ).

Analysis of Bilingual Children's Performance on the English and Spanish Versions of the Woodcock-Muñoz Language Survey-R (WMLS-R).

The purpose of this study was to investigate the way in which items on the Woodcock-Muñoz Language Survey Revised (WMLS-R) Spanish and English versions function for bilingual children from different ethnic subgroups who speak different dialects of Spanish. Using data from a sample of 324 bilingual Hispanic families and their children living on the United States mainland, differential item functioning (DIF) was conducted to determine if test items in English and Spanish functioned differently for Mexican, Cuban, and Puerto Rican bilingual children. Data on child and parent language characteristics and children's scores on Picture Vocabulary and Story Recall subtests in English and Spanish were collected.

Predicting Spanish-English bilingual children's language abilities.

Purpose: In this study, the authors investigated factors that affect bilingual children's vocabulary and story recall abilities in their 2 languages.

Method: Participants included 191 Latino families and their children, who averaged 59 months of age. Data on parental characteristics and children's exposure to and usage of Spanish and English were collected.

Predicting bilingual Spanish-English children's phonological awareness abilities from their preschool English and Spanish oral language.

This longitudinal study investigated the relationship between oral language abilities and phonological awareness in 85 typically developing, Spanish-English preschool children (average age in preschool was 3 years, 9 months). Receptive language skills in Spanish and English were assessed in the autumn and spring during the children's 2 years in Head Start for a total of four measurement occasions. Phonological awareness was assessed during the spring of children's kindergarten year.