Pearson Correlations: Child and Parent Measures (Buac et al., 2014)

Purpose The present study examined the impact of environmental factors (socioeconomic status [SES], the percent of language exposure to English and to Spanish, and primary caregivers' vocabulary knowledge) on bilingual children's vocabulary skills.

Method Vocabulary skills were measured in 58 bilingual children between the ages of 5 and 7 who spoke Spanish as their native language and English as their second language. Data related to language environment in the home, specifically, the percent of language exposure to each language and SES, were obtained from primary caregiver interviews. Primary caregivers' vocabulary knowledge was measured directly using expressive and receptive vocabulary assessments in both languages.

Results Multiple regression analyses indicated that primary caregivers' vocabulary knowledge, the child's percent exposure to each language, and SES were robust predictors of children's English, but not Spanish, vocabulary skills.

Conclusion These findings indicate that in the early school ages, primary caregiver vocabulary skills have a stronger impact on bilingual children's second-language than native-language vocabulary.

本研究旨在探讨环境因素（社会经济地位[SES]、英语和西班牙语的语言暴露百分比以及主要照顾者的词汇知识）对双语儿童词汇技能的影响。
研究方法：对58名5至7岁、以西班牙语为母语、英语为第二语言的儿童进行了词汇技能测量。通过主要照顾者的访谈获取了有关家庭语言环境的资料，特别是每种语言的暴露百分比和SES。直接通过两种语言的表述和接受词汇评估来测量主要照顾者的词汇知识。
研究结果：多元回归分析表明，主要照顾者的词汇知识、儿童对每种语言的暴露百分比以及SES是儿童英语词汇技能的稳健预测因子，但不是西班牙语。
结论：这些发现表明，在学龄早期，主要照顾者的词汇技能对双语儿童的第二语言词汇的影响强于母语词汇。