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The Dimensionality of Language Ability in School-Age Children.

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Title: The Dimensionality of Language Ability in School-Age Children.
Authors: Tomblin, J. Bruce1 j-tomblin@uiowa.edu, Xuyang Zhang1
Source: Journal of Speech, Language & Hearing Research. Dec2006, Vol. 49 Issue 6, p1193-1208. 16p.
Subject Terms: *Language testing of children, *Language acquisition, *Language ability testing, *Item response theory, *Factor analysis, Interpersonal communication in children
Abstract: Purpose: This study asked if children's performance on language tests reflects different dimensions of language and if this dimensionality changes with development. Method: Children were given standardized language batteries at kindergarten and at second, fourth, and eighth grades. A revised modified parallel analysis was used to determine the dimensionality of these items at each grade level. A confirmatory factor analysis was also performed on the subtest scores to evaluate alternate models of dimensionality. Results: The revised modified parallel analysis revealed a single dimension across items with evidence of either test specific or language area specific minor dimensions at different ages. The confirmatory factor analysis tested models involving modality (receptive or expressive) and domain (vocabulary or sentence use) against a single-dimension model. The 2-dimensional model involving domains of vocabulary and sentence use fit the data better than the single-dimensional model; however, the single-dimension model also fit the data well in the lower grades. Conclusions: Much of the variance in standardized measures of language appears to be attributable to a single common factor or trait. There is a developmental trend during middle childhood for grammatical abilities and vocabulary abilities to become differentiated. These measures do not provide differential information concerning receptive and expressive abilities. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research 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
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Dec2006, Vol. 49 Issue 6, p1193-1208. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Language+testing+of+children%22">Language testing of children</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability+testing%22">Language ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Item+response+theory%22">Item response theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+communication+in+children%22">Interpersonal communication in children</searchLink>
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  Data: Purpose: This study asked if children's performance on language tests reflects different dimensions of language and if this dimensionality changes with development. Method: Children were given standardized language batteries at kindergarten and at second, fourth, and eighth grades. A revised modified parallel analysis was used to determine the dimensionality of these items at each grade level. A confirmatory factor analysis was also performed on the subtest scores to evaluate alternate models of dimensionality. Results: The revised modified parallel analysis revealed a single dimension across items with evidence of either test specific or language area specific minor dimensions at different ages. The confirmatory factor analysis tested models involving modality (receptive or expressive) and domain (vocabulary or sentence use) against a single-dimension model. The 2-dimensional model involving domains of vocabulary and sentence use fit the data better than the single-dimensional model; however, the single-dimension model also fit the data well in the lower grades. Conclusions: Much of the variance in standardized measures of language appears to be attributable to a single common factor or trait. There is a developmental trend during middle childhood for grammatical abilities and vocabulary abilities to become differentiated. These measures do not provide differential information concerning receptive and expressive abilities. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Journal of Speech, Language & Hearing Research 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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        Value: 10.1044/1092-4388(2006/086)
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              Text: Dec2006
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