Relationships between Narrative Language Samples and Norm-Referenced Test Scores in Language Assessments of School-Age Children

Autor/inn/en	Ebert, Kerry Danahy; Scott, Cheryl M.
Titel	Relationships between Narrative Language Samples and Norm-Referenced Test Scores in Language Assessments of School-Age Children
Quelle	In: Language, Speech, and Hearing Services in Schools, 45 (2014) 4, S.337-350 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2014_LSHSS-14-0034
Schlagwörter	Personal Narratives; Oral Language; Norm Referenced Tests; Language Tests; Children; Language Impairments; Age Groups; Correlation; Evaluation Methods; Case Records + Suchen Sie Ihr Suchwort? Erlebniserzählung; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Age grop; Altersgruppe; Korrelation; Case reports; Fallsammlung
Abstract	Purpose: Both narrative language samples and norm-referenced language tests can be important components of language assessment for school-age children. The present study explored the relationship between these 2 tools within a group of children referred for language assessment. Method: The study is a retrospective analysis of clinical records from 73 school-age children. Participants had completed an oral narrative language sample and at least one norm-referenced language test. Correlations between microstructural language sample measures and norm-referenced test scores were compared for younger (6- to 8-year-old) and older (9- to 12-year-old) children. Contingency tables were constructed to compare the 2 types of tools, at 2 different cutpoints, in terms of which children were identified as having a language disorder. Results: Correlations between narrative language sample measures and norm-referenced tests were stronger for the younger group than the older group. Within the younger group, the level of language assessed by each measure contributed to associations among measures. Contingency analyses revealed moderate overlap in the children identified by each tool, with agreement affected by the cutpoint used. Conclusions: Narrative language samples may complement norm-referenced tests well, but age combined with narrative task can be expected to influence the nature of the relationship. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10