Thomas M. Bohman|Lisa M. Bedore|Elizabeth D. Peña|Anita Mendez-Perez|Ronald B. Gillam
What you hear and what you say: language performance in Spanish–English bilinguals
The University of Texas at Austin|The University of Texas at Austin|The University of Texas at Austin|The University of Texas at Austin|Utah State University
purpose study assesses factors contribute spanish english language development bilingual children method 757 hispanic prekindergarten kindergarten age children completed screening tests semantic morphosyntactic development spanish english parents provided information occupation education well childrens english spanish exposure data analyzed using zeroinflated regression models comprising logistic regression component negative binomial poisson component explore factors contributed children initiating l1 l2 performance factors contributed building childrens knowledge results factors positively associated initiating l1 l2 performance language inputoutput free reduced lunch age factors associated building knowledge included age parent education inputoutput free reduced lunch school district conclusion amount language input important children begin use language amount language output important adding knowledge language semantic development seemed driven input morphosyntax development relied input output clinicians assess bilingual children examine childrens language output second language better understand levels performance