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Using semantic verbal fluency to estimate the relative and absolute vocabulary size of bilinguals: An exploratory study of children and adolescents.
J Commun Disord
September 2024
School of Communication Sciences and Disorders, McGill University, 2001 Av. McGill College 8th floor, Montréal, QC H3A 1G1, Canada; Centre de Recherche Interdisciplinaire de Recherche en Réadaptation du Montréal Métropolitain (CRIR), Centre de Réadaptation en Déficience Physique Raymond-Dewar of the IURDPM, 2222, Avenue Laurier Est, Montréal, QC H2H 1C4, Canada. Electronic address:
Introduction: The full assessment of bilingual children often involves at least one language for which formal vocabulary tests are lacking and which the examiner does not speak. We examined, in a sample of children with typical development (TD), whether a semantic verbal fluency task, typically used in research as a measure of executive function, could be used in the place of a formal vocabulary test to estimate vocabulary knowledge when formal tests are not available.
Method: 113 TD monolingual French speakers and TD bilinguals and with varying degrees of exposure to French, age 6 to 17 years, completed tests of vocabulary knowledge and semantic verbal fluency.