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Investigation of the Language Tasks to Include in a Short-Language Measure for Children in the Early School Years

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Title: Investigation of the Language Tasks to Include in a Short-Language Measure for Children in the Early School Years
Language: English
Authors: Matov, Jessica, Mensah, Fiona, Cook, Fallon, Reilly, Sheena
Source: International Journal of Language & Communication Disorders. Jul-Aug 2018 53(4):735-747.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 13
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Referral, Speech Language Pathology, Allied Health Personnel, Language Tests, Test Items, Task Analysis, Scores, Sentences, Recall (Psychology), Language Skills, Screening Tests
DOI: 10.1111/1460-6984.12378
ISSN: 1368-2822
Abstract: Background: The inaccurate estimation of language difficulties by teachers suggests the benefit of a short-language measure that could be used to support their decisions about who requires referral to a speech-language therapist. While the literature indicates the potential for the development of a short-language measure, evidence is lacking about which combination of language tasks it should include. Aims: To understand the number and nature of components/language tasks that should be included in a short-language measure for children in the early school years. Methods & Procedures: Eight language tasks were administered to participants of the Early Language in Victoria Study (ELVS) at ages 5 (n = 995) and 7 (n = 1217). These included six language tasks measured by an omnibus language measure (which comprised a direction-following, morphological-completion, sentence-recall, sentence-formation, syntactic-understanding and word-association task) and a non-word repetition and a receptive vocabulary task, measured by two task-specific language measures. Scores were analyzed using principal component analysis (PCA), the Bland and Altman method, and receiver operating characteristic (ROC) curve analysis. Outcomes & Results: PCA revealed one main component of language that was assessed by all language tasks. The most effective combination of two tasks that measured this component was a direction-following and a sentence-recall task. It showed the greatest agreement with an omnibus language measure and exceeded the criterion for good discriminant accuracy (sensitivity = 94%, specificity = 91%, accuracy = 91%, at 1 SD (standard deviation) below the mean). Conclusions & Implications: Findings support the combination of a direction-following and a sentence-recall task to assess language ability effectively in the early school years. The results could justify the future production of a novel short-language measure comprising a direction-following and a sentence-recall task to use as a screening tool in schools and to assess language ability in research participants.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1184565
Database: ERIC
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  Data: Investigation of the Language Tasks to Include in a Short-Language Measure for Children in the Early School Years
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  Data: <searchLink fieldCode="AR" term="%22Matov%2C+Jessica%22">Matov, Jessica</searchLink><br /><searchLink fieldCode="AR" term="%22Mensah%2C+Fiona%22">Mensah, Fiona</searchLink><br /><searchLink fieldCode="AR" term="%22Cook%2C+Fallon%22">Cook, Fallon</searchLink><br /><searchLink fieldCode="AR" term="%22Reilly%2C+Sheena%22">Reilly, Sheena</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+%26+Communication+Disorders%22"><i>International Journal of Language & Communication Disorders</i></searchLink>. Jul-Aug 2018 53(4):735-747.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Referral%22">Referral</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Sentences%22">Sentences</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink>
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  Data: 10.1111/1460-6984.12378
– Name: ISSN
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  Data: 1368-2822
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: The inaccurate estimation of language difficulties by teachers suggests the benefit of a short-language measure that could be used to support their decisions about who requires referral to a speech-language therapist. While the literature indicates the potential for the development of a short-language measure, evidence is lacking about which combination of language tasks it should include. Aims: To understand the number and nature of components/language tasks that should be included in a short-language measure for children in the early school years. Methods & Procedures: Eight language tasks were administered to participants of the Early Language in Victoria Study (ELVS) at ages 5 (n = 995) and 7 (n = 1217). These included six language tasks measured by an omnibus language measure (which comprised a direction-following, morphological-completion, sentence-recall, sentence-formation, syntactic-understanding and word-association task) and a non-word repetition and a receptive vocabulary task, measured by two task-specific language measures. Scores were analyzed using principal component analysis (PCA), the Bland and Altman method, and receiver operating characteristic (ROC) curve analysis. Outcomes & Results: PCA revealed one main component of language that was assessed by all language tasks. The most effective combination of two tasks that measured this component was a direction-following and a sentence-recall task. It showed the greatest agreement with an omnibus language measure and exceeded the criterion for good discriminant accuracy (sensitivity = 94%, specificity = 91%, accuracy = 91%, at 1 SD (standard deviation) below the mean). Conclusions & Implications: Findings support the combination of a direction-following and a sentence-recall task to assess language ability effectively in the early school years. The results could justify the future production of a novel short-language measure comprising a direction-following and a sentence-recall task to use as a screening tool in schools and to assess language ability in research participants.
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  Data: EJ1184565
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      – SubjectFull: Allied Health Personnel
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