title: Conceptual versus monolingual scoring: when does it make a difference?
abstract: OBJECTIVE
  This study evaluates the extent to which bilingual children produce the same or overlapping responses on tasks assessing semantic skills in each of their languages and whether classification analysis based on monolingual or conceptual scoring can accurately classify the semantic development of typically developing (TD) bilingual children.
  
  
  METHODS
  In Study 1, 55 TD children (ages 4;0 [years;months] to 7;11) from bilingual backgrounds named characteristic properties of familiar items. The extent to which children produced overlapping responses in each of their languages and their errors were examined. In Study 2, 40 TD children (ages 5;0 to 6;1), group matched for age and bilingual language exposure, responded to the Phase 2 version of the Bilingual English Spanish Assessment (BESA; E. D. Peña, V. Gutierrez-Clellen, A. Iglesias, B. A. Goldstein, and L. M. Bedore, in development). Conceptual and monolingual scores were compared to determine the extent to which were comparable for groups of children.
  
  
  RESULTS
  The results of Study 1 indicated that TD children from bilingual backgrounds are more likely to produce unique than overlapping responses when they respond to test items. Children were more likely to code switch when tested in Spanish than in English, but they were more likely to produce errors in English. In Study 2, monolingual and bilingual children achieved comparable conceptual scores. For Spanish-speaking bilingual children, the conceptual score was more likely to be in the average range of the monolingual children than was their monolingual score. For testing in English, monolingual and conceptual scores were similar.
  
  
  CONCLUSIONS
  Bilingual children will benefit from conceptual scoring, especially when they are tested in Spanish.
authors.affiliation: Department of Communication Sciences and Disorders, The University of Texas, Austin, 78712, USA. lbedore@mail.utexas.edu
authors.forename: Lisa M
authors.initials: LM
authors.lastname: Bedore
authors.forename: Elizabeth D
authors.initials: ED
authors.lastname: Peña
authors.forename: Melissa
authors.initials: M
authors.lastname: García
authors.forename: Celina
authors.initials: C
authors.lastname: Cortez
mesh_terms: D000704:Analysis of Variance; D016022:Case-Control Studies; D002648:Child; D002663:Child Language; D002675:Child, Preschool; D003210:Concept Formation / Q000502:physiology; D005260:Female; D006801:Humans; D007804:Language Development; D007807:Language Tests; D008297:Male; D019303:Multilingualism; D012660:Semantics; D013068:Speech Production Measurement; D014825:Vocabulary