. Author manuscript; available in PMC: 2015 Jul 1.

Published in final edited form as: J Speech Lang Hear Res. 2013 Jul 1;56(4):1237–1248. doi: 10.1044/1092-4388(2012/11-0092)

Table 1.

Participants’ demographic features and means and standard deviations on descriptive and inclusionary measures: Preschoolers

	Monolingual			Bilingual
	Mean	Standard Deviation	Range	Mean	Standard Deviation	Range
Age in months	61.72	4.86	54 – 70	61.60	3.85	54 – 70
Maternal Level of Education	14.37	1.58	12 – 18	13.30	2.73	9 – 18
^*^a PPVT-IV	103.80	9.02	88 – 125	86.05	17.55	68 – 120
^b SPELT-III	102.88	5.96	95 –116	107.33	8.50	99 – 116
MLUW	n/a	n/a		6.43	1.32	4.33 – 9.67
% C-Units w/Errors	n/a	n/a		10.49	9.66	0 – 23
Language Profile Score	8.52	.71	7 – 9	−2.60	3.07	−9 – 6

significantly different at p<.001

Data on the PPVT-IV were not available for 5 of the bilingual participants.

Three of the bilingual participants demonstrated their language skills via performance on the SPELT-III as opposed to the Frog Story.

Note: PPVT-IV= Peabody Picture Vocabulary Test- 4^th edition; SPELT-III=Structured Photographic Expressive Language Test- III; MLUW=Mean Length of Utterance in Words, %C-Units w/Errors= Percentage of utterances in language sample with morphosyntactic errors; Language Profile Scores ranged from 9 to −9, with positive numbers representing more English exposure, and negative numbers representing more Spanish exposure.

Note: Bilingual speakers’ MLUW and % C-Units with Errors were taken from either their English or Spanish narratives, depending on which scores were higher.