Table 3.

Means and standard deviations of amount of language input as well as ratings of use and proficiency for the Southwestern English-dominant bilingual participants (N = 20).

	Language ability
Characteristic	Typical (N = 10)	Impaired (N = 10)	p	d
Age (years;months)	5;1	5;1	.83	0.09
Proportion of English input at home	0.57 (0.15)	0.45 (0.11)	.054	0.91
Proportion of Spanish input at home	0.43 (0.15)	0.55 (0.11)	.054	0.91
Parents' rating of use of English	3.9 (0.32)	4.0 (0.0)	.34	0.44
Parents' rating of use of Spanish	3.6 (0.52)	3.3 (0.95)	.39	0.39
Parents' rating of proficiency in English	3.9 (0.32)	3.6 (0.70)	.24	0.55
Parents' rating of proficiency in Spanish	3.7 (0.48)	3.1 (1.10)	.14	0.71
Teachers' rating of use of English	2.83 (1.53)	3.12 (0.83)	.65	0.27
Teachers' rating of use of Spanish	2.33 (1.50)	1.92 (1.36)	.60	0.30
Teachers' rating of proficiency in English	3.83 (0.41)	3.0 (0.92)	.05	1.11
Teachers' rating of proficiency in Spanish	3.0 (0.82)	2.71 (1.38)	.72	0.24
Proportion of input at school in English	0.44 (0.35)	0.53 (0.37)	.67	0.25
Proportion of input at school in Spanish	0.56 (0.35)	0.47 (0.37)	.67	0.22