A COMPARISON OF PICTURE AND NUMBER NAMING RATES BY BILINGUAL AND
MONOLINGUAL CHILDREN It was the purpose of this research to
analyze the naming rate of three groups of bilingual children
(Spanish-dominant, balanced bilinguals, English-dominant) and
one group of monolingual English children on picture and number
stimuli. Speed of response and error rate were analyzed. The 58
subjects ranged in age from four to seven and in grades from
four-year-old kindergarten to first. All bilingual subjects were
enrolled in a bilingual transitional program with monolingual
subjects enrolled in regular education classes in the same
school. All subjects were identified as average students of
middle to low socioeconomic status. The stimuli were 50 pictures
of common objects and two sets of five numbers (Set 1 was
numbers 1 to 5; Set 2 was five numbers chosen from 1 to 10). The
stimuli were projected on a screen, and the child had to name
what he or she saw as quickly as possible. A voice-activated
relay was used in order to ob