Quantifying the Linguistic Demands of the Oral Directions of Preschool Cognitive Assessments

Autor/inn/en	Graves, Scott L., Jr.; Johnson, Kyanna; Phillips, Shanye; Jones, Mark; Jacobs, Marcel
Titel	Quantifying the Linguistic Demands of the Oral Directions of Preschool Cognitive Assessments
Quelle	In: Psychology in the Schools, 60 (2023) 3, S.729-742 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graves, Scott L., Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22789
Schlagwörter	Cognitive Measurement; Preschool Children; Cognitive Tests; Intelligence Tests; Cognitive Ability; Cognitive Development; Young Children; Oral Language; Instruction; Language Processing; Kaufman Assessment Battery for Children; Woodcock Johnson Tests of Cognitive Ability; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitiver Fähigkeitstest; Intelligence test; Intelligenztest; Denkfähigkeit; Kognitive Entwicklung; Frühe Kindheit; Oral interpretation; Mündlicher Sprachgebrauch; Teaching process; Unterrichtsprozess; Sprachverarbeitung
Abstract	Research has indicated that school aged (6-16 years) versions of cognitive assessment instruments have varying levels of linguistic demand, which could impact assessment results for placement purposes. However, a significant limitation to this research is the fact that it has not been replicated with cognitive assessment instruments used in preschool populations. As such, the purpose of this study is to address this gap in the research literature by examining linguistic demands of cognitive test batteries used for preschool aged children. The Kaufman Assessment Battery for Children, Second Edition (KABC-II), Woodcock Johnson Test of Cognitive Abilities Fourth Edition (WJ Cog-IV), and the Wechsler Preschool and Primary Scale of Intelligence Fourth Edition were used for this examination. Overall results demonstrated that the oral directions of preschool assessments have relatively low linguistic demands. However, several subtests on WJ Cog-IV have high Complexity, Verbosity, and Total Demand indices, which can pose difficulty for students with limited word knowledge. Furthermore, the KABC-II was the least demanding assessment from a linguistic standpoint. Implications are discussed in terms of the assessment of early childhood populations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01