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. Author manuscript; available in PMC: 2012 May 23.
Published in final edited form as: Appl Psycholinguist. 2007 Mar 1;28(2):191–230. doi: 10.1017/S0142716407070117

Figure 4.

Figure 4

Profile effects for word attack, vocabulary reasoning (oral vocabulary and verbal analogies subtests of Woodcock–Johnson and Woodcock–Muñoz), and picture naming. For second grade (top row) and fifth grade (bottom row), open symbols show means for each of the eight cells in the LLBC design (Oller & Eilers, 2002a) for bilingual children for word attack, vocabulary reasoning, and picture naming. Filled symbols show unweighted means across the cells for all the bilingual children as well as for all monolingual controls. Data from monolingual controls are available only for English tests (left column), not for Spanish tests (right column). The vertical line at 100 indicates the expected mean for the norming sample on all tests; mono, monolingual mean across low SES and high SES; bi, bilingual mean across all subgroups; Eng Imm, English-immersion school type; 2-way, two-way school type; Span, only Spanish spoken at home; Eng & Span, equally English and Spanish spoken at home; Low, low SES; High, high SES.