The English–Spanish Vocabulary Inventory (De Anda et al., 2022)

<strong>Purpose:</strong> Despite the increasing population of dual language learners (DLLs) in the United States, vocabulary measures for young DLLs have largely relied on instruments developed for monolinguals. The multistudy project reports on the psychometric properties of the English–Spanish Vocabulary Inventory (ESVI), which was designed to capture unique cross-language measures of lexical knowledge that are critical for assessing DLLs’ vocabulary, including translation equivalents (whether the child knows the words for the same concept in each language), total vocabulary (the number of words known across both languages), and conceptual vocabulary (the number of words known that represent unique concepts in either language). <strong>Method: </strong>Three studies included 87 Spanish–English DLLs (<em>M</em>_age = 26.58 months, <em>SD </em>= 2.86 months) with and without language delay from two geographic regions. Multiple measures (e.g., caregiver report, observation, behavioral tasks, and standardized assessments) determined content validity, construct validity, social validity, and criterion validity of the ESVI. <strong>Results: </strong>Monolingual instruments used in bilingual contexts significantly undercounted lexical knowledge as measured on the ESVI. Scores on the ESVI were related to performance on other measures of communication, indicating acceptable content, construct, and criterion validity. Social validity ratings were similarly positive. ESVI scores were also associated with suspected language delay. <strong>Conclusions: </strong>These studies provide initial evidence of the adequacy of the ESVI for use in research and clinical contexts with young children learning English and Spanish (with or without a language delay). Developing tools such as the ESVI promotes culturally and linguistically responsive practices that support accurate assessment of DLLs’ lexical development. <br> <strong>Supplemental Material S1. </strong>English–Spanish Vocabulary Inventory (ESVI) correlations across studies. <br> <strong>Supplemental Material S2. </strong>English–Spanish Vocabulary Inventory (ESVI) regression results across studies. <br> De Anda, S., Cycyk, L. M., Moore, H., Huerta, L., Larson, A. L., &amp; King, M. (2022). Psychometric properties of the English–Spanish Vocabulary Inventory in toddlers with and without early language delay. <em>Journal of Speech, Language, and Hearing Research</em>. Advance online publication. https://doi.org/10.1044/2021_JSLHR-21-00240

<strong>研究目的：</strong>尽管美国的双语学习者（Dual Language Learners, DLLs）数量不断增长，但针对幼儿双语学习者的词汇测评工具，大多仍依赖于为单语使用者开发的量表。本多研究项目报告了英语-西班牙语词汇量表（English–Spanish Vocabulary Inventory, ESVI）的心理测量学特性，该工具旨在获取独特的跨语言词汇知识测评维度，这对评估双语学习者的词汇能力至关重要，具体包括翻译对等词（即儿童是否掌握同一概念在两种语言中的对应词汇）、总词汇量（即儿童掌握的两种语言的词汇总数）以及概念词汇量（即儿童掌握的、代表任意一种语言中独特概念的词汇数量）。<strong>研究方法：</strong>三项研究共纳入来自两个地理区域的87名西班牙语-英语双语学习者，其中部分幼儿伴语言发育迟缓，部分无语言发育迟缓（年龄均值<em>M</em>_age = 26.58个月，标准差<em>SD</em> = 2.86个月）。研究通过多种测评手段（如照料者报告、行为观察、行为任务以及标准化评估），确定了ESVI的内容效度、结构效度、社会效度与效标效度。<strong>研究结果：</strong>在双语情境中使用的单语测评工具，对词汇知识的计数结果显著低于ESVI的测评结果。ESVI得分与其他沟通测评的表现呈显著相关，提示其具有良好的内容效度、结构效度与效标效度。社会效度评分同样呈积极表现。此外，ESVI得分还与疑似语言发育迟缓存在关联。<strong>研究结论：</strong>本系列研究为ESVI适用于学习英语与西班牙语的幼儿（伴或不伴早期语言发育迟缓）的研究与临床场景提供了初步证据支持。开发ESVI这类测评工具，有助于推动具备文化与语言适配性的实践，从而为双语学习者的词汇发展评估提供精准支持。<br><strong>补充材料S1：</strong>各研究间英语-西班牙语词汇量表（ESVI）的相关系数结果。<br><strong>补充材料S2：</strong>各研究间英语-西班牙语词汇量表（ESVI）的回归分析结果。De Anda, S., Cycyk, L. M., Moore, H., Huerta, L., Larson, A. L., & King, M. (2022). Psychometric properties of the English–Spanish Vocabulary Inventory in toddlers with and without early language delay. <em>Journal of Speech, Language, and Hearing Research</em>. Advance online publication. https://doi.org/10.1044/2021_JSLHR-21-00240