Validity of the Spanish Preschool Language Scale-3 for Use With Bilingual Children

By M. Adelaida Restrepo, S. Silverman. 2001

91 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/67b3e45ec241ae8fa8d09ea36a903b23aeb8b1ab

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Elizabeth Peña
2. Lisa Bedore
3. E. Usher
4. Robert M. Klassen

In Language and Linguistics

1. Elizabeth Peña
2. Lisa Bedore
3. E. Usher
4. Robert M. Klassen

Citations in the corpus

• Two-way and monolingual English immersion in preschool education: An experimental comparison (2007, unknown): “This study sought to measure growth comparably in both languages, and we have encountered several limitations that others also have noted (NAEYC, 2005; Pearson, Fernandez, & Oller, 1993; Restrapo & Siverman, 2001; Tabors et al., 2003).”
• Assessment of Bilingual Children for Identification of Language Impairment: Current Findings and Implications for Practice (2008, methodology): “An analysis of the translated items from the English and Spanish versions of the PLS-3 demonstrated that such items had different difficulty levels (Restrepo & Silverman, 2001).”
• Lost in translation: methodological considerations in cross-cultural research. (2007, methodology): “An item analysis by Restrepo and Silverman (2001) demonstrated that although the items were linguistically equivalent, item difficulty at each age level was not.”