Conceptual Versus Monolingual Scoring: When Does It Make a Difference?

  title={Conceptual Versus Monolingual Scoring: When Does It Make a Difference?},
  author={Lisa M. Bedore and Elizabeth D Pen A and Melissa Garci A and Celina Cortez},
  journal={Language, speech, and hearing services in schools},
  volume={36 3},
PURPOSE 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. METHOD In Study 1, 55 TD children (ages 4;0 [years;months] to 7;11) from bilingual backgrounds named characteristic properties of familiar items… 

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