Language Assessment With Children Who Speak Nonmainstream Dialects: Examining the Effects of Scoring Modifications in Norm-Referenced Assessment.
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| Title: | Language Assessment With Children Who Speak Nonmainstream Dialects: Examining the Effects of Scoring Modifications in Norm-Referenced Assessment. |
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| Authors: | Hendricks, Alison Eisel1 ahendric@buffalo.edu, Adlof, Suzanne M.1 |
| Source: | Language, Speech & Hearing Services in Schools. Jul2017, Vol. 48 Issue 3, p168-182. 15p. 6 Charts, 2 Graphs. |
| Subject Terms: | *Dialects, *Speech evaluation, Questionnaires, Research funding, Video recording |
| Geographic Terms: | South Carolina |
| Abstract: | Purpose: We compared outcomes from 2 measures of language ability in children who displayed a range of dialect variation: 1 using features that do not contrast between mainstream American English (MAE) and nonmainstream dialects (NMAE), and 1 using contrastive features. We investigated how modified scoring procedures affected the diagnostic accuracy of the measure with contrastive features. Method: Second-grade students (N = 299; 167 White, 106 African American, 26 other) completed measures of language variation and ability (the Diagnostic Evaluation of Language Variation-Screening Test and the Clinical Evaluation of Language Fundamentals-Fourth Edition [CELF-4]). The CELF-4 was scored with and without the recommended scoring modifications for children who spoke African American English. Results: Partial correlations controlling for socioeconomic status revealed small to moderate correlations between measures of language ability and the use of NMAE features. Modified scoring yielded higher scores for children who spoke African American English and a reduced association between the use of NMAE features and CELF-4 scores. Modified scoring also affected the diagnostic accuracy of the CELF-4, resulting in a lower positive likelihood ratio and a higher negative likelihood ratio. Conclusions: The decision to apply scoring modifications affects both the false positive and false negative rates. Implications for language assessment for children who speak NMAE dialects are discussed, including the need for further investigation. [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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 124411406 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Language Assessment With Children Who Speak Nonmainstream Dialects: Examining the Effects of Scoring Modifications in Norm-Referenced Assessment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hendricks%2C+Alison+Eisel%22">Hendricks, Alison Eisel</searchLink><relatesTo>1</relatesTo><i> ahendric@buffalo.edu</i><br /><searchLink fieldCode="AR" term="%22Adlof%2C+Suzanne+M%2E%22">Adlof, Suzanne M.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jul2017, Vol. 48 Issue 3, p168-182. 15p. 6 Charts, 2 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Dialects%22">Dialects</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+evaluation%22">Speech evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22South+Carolina%22">South Carolina</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: We compared outcomes from 2 measures of language ability in children who displayed a range of dialect variation: 1 using features that do not contrast between mainstream American English (MAE) and nonmainstream dialects (NMAE), and 1 using contrastive features. We investigated how modified scoring procedures affected the diagnostic accuracy of the measure with contrastive features. Method: Second-grade students (N = 299; 167 White, 106 African American, 26 other) completed measures of language variation and ability (the Diagnostic Evaluation of Language Variation-Screening Test and the Clinical Evaluation of Language Fundamentals-Fourth Edition [CELF-4]). The CELF-4 was scored with and without the recommended scoring modifications for children who spoke African American English. Results: Partial correlations controlling for socioeconomic status revealed small to moderate correlations between measures of language ability and the use of NMAE features. Modified scoring yielded higher scores for children who spoke African American English and a reduced association between the use of NMAE features and CELF-4 scores. Modified scoring also affected the diagnostic accuracy of the CELF-4, resulting in a lower positive likelihood ratio and a higher negative likelihood ratio. Conclusions: The decision to apply scoring modifications affects both the false positive and false negative rates. Implications for language assessment for children who speak NMAE dialects are discussed, including the need for further investigation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2017_LSHSS-16-0060 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 168 Subjects: – SubjectFull: Dialects Type: general – SubjectFull: Speech evaluation Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Research funding Type: general – SubjectFull: Video recording Type: general – SubjectFull: South Carolina Type: general Titles: – TitleFull: Language Assessment With Children Who Speak Nonmainstream Dialects: Examining the Effects of Scoring Modifications in Norm-Referenced Assessment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hendricks, Alison Eisel – PersonEntity: Name: NameFull: Adlof, Suzanne M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 48 – Type: issue Value: 3 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
| ResultId | 1 |
