Auditory Comprehension of English by Monolingual and Bilingual Preschool Children

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Abstract
The auditory comprehension of English by 30 monolingual and 30 bilingual children, ages three years, 10 months, to five years, nine months, from low socioeconomic areas in Houston, Texas, was compared. The monolingual children obtained significantly higher mean scores than the bilingual children. Analysis of errors indicated that the linguistic areas in which the scores of monolingual children were significantly higher than those of bilingual children were nouns, pronouns, plurality of nouns, and noun phrases with two adjective modifiers.

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