Objectives: Standardized tests are generally used in clinical settings in order to evaluate vocabulary size. However, this method may either overestimate or underestimate bilingual children's vocabulary skills. The present study investigates standardized tests used with Korean-English bilingual children who have a different dominant language. The purpose of the study is to examine whether social status of a language may influence bilingual children's language outcomes and to investigate the usefulness of composite scoring systems in standardized tests. Methods: Forty-two participants age 3 to 6 formed three groups: Korean-English bilinguals who speak Korean dominantly (KD-KEB), Korean-English bilinguals who speak English dominantly (ED-KEB), and monolinguals who speak Korean (K-MO). The Receptive and Expressive Vocabulary Test (REVT) and Peabody Picture Vocabulary Test-fourth edition (PPVT-IV) were used; raw score and composite scoring systems were compared (within groups). Results: The raw score was significantly different from Korean-English bilingual children who are dominant in Korean and Korean-English bilingual children who are dominant in English and not significantly different from Korean-English bilingual children who are dominant in Korean and Korean speaking monolingual children. However, the three groups were not significantly different in composite scores of REVT-R and PPVT-IV. Conclusion: Standardized tests can be used to evaluate bilinguals' receptive vocabulary if composite scoring systems are applied. Thus, standardized test can be used selectively based on dominant language.
- Korean-English bilingual children
- Receptive vocabulary assessment