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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...
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Related Experiment Video

Updated: Jul 16, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

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Published on: October 11, 2018

Measuring bilingual children's receptive vocabularies.

V M Umbel1, B Z Pearson, M C Fernández

  • 1University of Miami.

Child Development
|August 1, 1992
PubMed
Summary

Bilingual Hispanic children in Miami demonstrated strong Spanish receptive vocabulary regardless of home language. Learning two languages simultaneously did not hinder native language development and improved English skills.

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Area of Science:

  • Psycholinguistics
  • Bilingualism Studies
  • Child Development

Background:

  • Bilingualism in children is a growing area of research.
  • Understanding the impact of bilingualism on language acquisition is crucial.
  • Previous studies have shown varied effects of bilingualism on vocabulary development.

Purpose of the Study:

  • To assess the receptive vocabulary of Hispanic children in Miami in both English and Spanish.
  • To compare vocabulary performance between children who speak only Spanish at home and those who speak both English and Spanish at home.
  • To investigate the potential impact of bilingualism on native language development and majority language acquisition.

Main Methods:

  • Utilized complementary standardized tests: Peabody Picture Vocabulary Test (PPVT-R) for English and Test de Vocabulario en Imágenes Peabody (TVIP-H) for Spanish.
  • Recruited 105 bilingual first graders from middle to high socioeconomic backgrounds.
  • Divided participants into two groups: only Spanish at home (OSH) and English and Spanish at home (ESH).

Main Results:

  • Both OSH and ESH groups performed near the national average (mean of 100) in Spanish receptive vocabulary.
  • The ESH group scored significantly higher (over 1 SD) in English receptive vocabulary compared to the OSH group.
  • A significant portion of bilingual children's lexical knowledge showed no overlap between languages, indicating limitations of single-language assessments.

Conclusions:

  • Simultaneous bilingual language acquisition does not negatively impact receptive vocabulary in the native language.
  • Bilingualism appears to foster superior performance in the majority language (English).
  • Current single-language assessments may not fully capture the extent of bilingual children's total lexical knowledge due to non-overlapping vocabulary.