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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Effects of Home Language, Oral Language Skills, and Cross-Linguistic Phonological Abilities on Whole-Word Proximity in Spanish-English–Speaking Children Scarpino, Shelley E.; Hammer, Carol Scheffner; Goldstein, Brian. - : American Speech-Language-Hearing Association, 2019 BASE Show details 2 Analysis of Bilingual Children’s Performance on the English and Spanish Versions of the Woodcock-Muñoz Language Survey-R (WMLS-R) Sandilos, Lia E.; Lewis, Kandia; Komaroff, Eugene; Hammer, Carol Scheffner; Scarpino, Shelley E.; Lopez, Lisa; Rodriguez, Barbara; Goldstein, Brian. - 2015 Abstract: 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. DIF was not detected for items on the Spanish subtests. Results revealed that some items on English subtests displayed statistically and practically significant DIF. The findings indicate that there are differences in the difficulty level of WMLS-R English-form test items depending on the examinees’ ethnic subgroup membership. This outcome suggests that test developers need to be mindful of potential differences in performance based on ethnic subgroup and dialect when developing standardized language assessments that may be administered to bilingual students. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/26705400 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4686152/ https://doi.org/10.1080/15434303.2015.1100198 BASE Hide details 3 Predicting Spanish–English Bilingual Children’s Language Abilities Hammer, Carol Scheffner; Komaroff, Eugene; Rodriguez, Barbara L.. - 2012 BASE Show details 4 Predicting bilingual Spanish-English children's phonological awareness abilities from their preschool English and Spanish oral language Davison, Megan Dunn; Lawrence, Frank R.; Scarpino, Shelley E.... In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 77-93 BLLDB OLC Linguistik Show details 5 Predicting bilingual Spanish–English children’s phonological awareness abilities from their preschool English and Spanish oral language Scarpino, Shelley E.; Lawrence, Frank R.; Davison, Megan D.. - 2011 BASE Show details 6 Phonological analysis, phonological processes Miccio, Adele W.; Scarpino, Shelley E. In: The handbook of clinical linguistics (Oxford, 2008), p. 412-422 MPI für Psycholinguistik Show details 7 Phonological analysis, phonological processes Miccio, Adele Whiting; Scarpino, Shelley E. In: The handbook of clinical linguistics. - Malden, Mass. [u.a.] : Blackwell (2008), 412-422 BLLDB Show details 8 Measures of vocal F0 from continuous speech samples : an interprogram comparison Awan, Shaheen N.; Scarpino, Shelley E. In: Journal of speech-language pathology and audiology. - Hamilton, Ont. : Association 28 (2004) 3, 122-131 BLLDB Show details

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