Bibliographic Details
| Title: |
Assessing the Reliability and Use of the Expository Scoring Scheme as a Measure of Developmental Change in Monolingual English and Bilingual French/English Children. |
| Authors: |
Kay-Raining Bird, Elizabeth1 rainbird@dal.ca, Joshi, Nila1, Cleave, Patricia L.1 |
| Source: |
Language, Speech & Hearing Services in Schools. Oct2016, Vol. 47 Issue 4, p297-312. 16p. 8 Charts. |
| Subject Terms: |
*Elementary schools, *Language acquisition, *Multilingualism, *Research, *Speech evaluation, *Inter-observer reliability, Analysis of variance, Medical cooperation, Multivariate analysis, Probability theory, Research evaluation, Pilot projects, Data analysis software, Descriptive statistics, Mann Whitney U Test, Intraclass correlation |
| Geographic Terms: |
Canada |
| Abstract: |
Purpose: The Expository Scoring Scheme (ESS) is designed to analyze the macrostructure of descriptions of a favorite game or sport. This pilot study examined inter- and intrarater reliability of the ESS and use of the scale to capture developmental change in elementary school children. Method: Twenty-four children in 2 language groups (monolingual English and bilingual French/English) and 2 age groups (7-8 years, 11-12 years) participated (6 in each subgroup). Participants orally explained how to play their favorite game or sport in English. Expository discourse samples were rated for 10 macrostructure components using the ESS. Ratings were summed for a total score. Results: Inter- and intrarater reliability was high for the total ESS score and for some but not all ESS components. In addition, the total score and ratings for many ESS components increased with age. Few differences were found in use of macrostructure components across language groups. Conclusions: The ESS captures developmental change in the use of expository macrostructure in spoken discourse samples. It may be beneficial to take into account the lower reliability found for ratings of some ESS components in clinical practice. Due to the small sample size, these results should be considered preliminary and interpreted with caution. [ABSTRACT FROM AUTHOR] |
|
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
