The Relationship between Perceived Assertiveness/Shyness and Emergent Bilinguals' Vocabulary Intervention Outcomes: A Preliminary Investigation
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| Title: | The Relationship between Perceived Assertiveness/Shyness and Emergent Bilinguals' Vocabulary Intervention Outcomes: A Preliminary Investigation |
|---|---|
| Language: | English |
| Authors: | Rivera Pérez, Jean F., Creaghead, Nancy A., Washington, Karla, Guo, Ying, Raisor-Becker, Lesley, Combs, Sandra G. |
| Source: | Communication Disorders Quarterly. Nov 2022 44(1):14-22. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Spanish Speaking, Bilingualism, Second Language Learning, English (Second Language), Preschool Children, Speech Language Pathology, Vocabulary Development, Intervention, Perception, Assertiveness, Shyness, Language Acquisition |
| Geographic Terms: | Ohio |
| DOI: | 10.1177/15257401211067198 |
| ISSN: | 1525-7401 1538-4837 |
| Abstract: | This preliminary study examined the relationship between clinicians' perceptions (i.e., speech pathologists) of children's scores on the Assertiveness scale of the Teacher-Child Rating Scale 2.1 and gains in naming and defining words following English-only or Spanish--English intervention for emergent bilinguals (EBs). Twenty-eight Spanish-speaking preschoolers were randomly assigned to participate in one of two vocabulary intervention groups: English-only (n = 14) and Spanish-English with Spanish provided through a tablet computer (n = 14). EBs were assessed in naming and definition before and after interventions. The clinicians provided perceptions of levels of assertiveness and shyness of both groups of EBs using the Assertiveness scale. A correlation analysis indicated a strong relationship between the Assertiveness scale and English word naming and definition gains in both groups (English-only and Spanish--English) and Spanish gains in the Spanish--English group. Clinicians' perceptions of shyness should be considered as a variable of interest that affects response to intervention. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1353292 |
| Database: | ERIC |
| Abstract: | This preliminary study examined the relationship between clinicians' perceptions (i.e., speech pathologists) of children's scores on the Assertiveness scale of the Teacher-Child Rating Scale 2.1 and gains in naming and defining words following English-only or Spanish--English intervention for emergent bilinguals (EBs). Twenty-eight Spanish-speaking preschoolers were randomly assigned to participate in one of two vocabulary intervention groups: English-only (n = 14) and Spanish-English with Spanish provided through a tablet computer (n = 14). EBs were assessed in naming and definition before and after interventions. The clinicians provided perceptions of levels of assertiveness and shyness of both groups of EBs using the Assertiveness scale. A correlation analysis indicated a strong relationship between the Assertiveness scale and English word naming and definition gains in both groups (English-only and Spanish--English) and Spanish gains in the Spanish--English group. Clinicians' perceptions of shyness should be considered as a variable of interest that affects response to intervention. |
|---|---|
| ISSN: | 1525-7401 1538-4837 |
| DOI: | 10.1177/15257401211067198 |
