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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
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  Data: The Relationship between Perceived Assertiveness/Shyness and Emergent Bilinguals' Vocabulary Intervention Outcomes: A Preliminary Investigation
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  Data: <searchLink fieldCode="AR" term="%22Rivera+Pérez%2C+Jean+F%2E%22">Rivera Pérez, Jean F.</searchLink><br /><searchLink fieldCode="AR" term="%22Creaghead%2C+Nancy+A%2E%22">Creaghead, Nancy A.</searchLink><br /><searchLink fieldCode="AR" term="%22Washington%2C+Karla%22">Washington, Karla</searchLink><br /><searchLink fieldCode="AR" term="%22Guo%2C+Ying%22">Guo, Ying</searchLink><br /><searchLink fieldCode="AR" term="%22Raisor-Becker%2C+Lesley%22">Raisor-Becker, Lesley</searchLink><br /><searchLink fieldCode="AR" term="%22Combs%2C+Sandra+G%2E%22">Combs, Sandra G.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communication+Disorders+Quarterly%22"><i>Communication Disorders Quarterly</i></searchLink>. Nov 2022 44(1):14-22.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Spanish+Speaking%22">Spanish Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Perception%22">Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Assertiveness%22">Assertiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Shyness%22">Shyness</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink>
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  Data: 10.1177/15257401211067198
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  Data: 1525-7401<br />1538-4837
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  Data: 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.
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  Data: 2022
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  Data: EJ1353292
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        Value: 10.1177/15257401211067198
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      – Text: English
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      Pagination:
        PageCount: 9
        StartPage: 14
    Subjects:
      – SubjectFull: Spanish Speaking
        Type: general
      – SubjectFull: Bilingualism
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Intervention
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      – SubjectFull: Perception
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      – SubjectFull: Assertiveness
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