Assessing Phonemic Fluency in Multilingual Contexts: Letter Selection Methodology and Demographically Stratified Norms for Three South African Language Groups

Autor/inn/en	Ferrett, Helen L.; Carey, Paul D.; Baufeldt, Angela L.; Cuzen, Natalie L.; Conradie, Simone; Dowling, Tessa; Stein, Dan J.; Thomas, Kevin G. F.
Titel	Assessing Phonemic Fluency in Multilingual Contexts: Letter Selection Methodology and Demographically Stratified Norms for Three South African Language Groups
Quelle	In: International Journal of Testing, 14 (2014) 2, S.143-167 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2013.865623
Schlagwörter	Foreign Countries; Phonemes; Language Fluency; Alphabets; Test Norms; English; Indo European Languages; African Languages; Age Differences; Educational Attainment; Educational Quality; Gender Differences; Statistical Analysis; Case Studies; Elementary School Students; Secondary School Students; College Students; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Ausland; Fonem; Language skill; Language skills; Sprachkompetenz; Buchstabenschrift; Testnorm; English language; Englisch; Indoeuropäisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Quality of education; Bildungsqualität; Geschlechterkonflikt; Statistische Analyse; Case study; Fallstudie; Case Study; Sekundarschüler; Collegestudent
Abstract	Because of their global clinical utility, phonemic fluency tests are frequently incorporated into neuropsychological assessment batteries. However, in heterogeneous societies their use is complicated by the lack of careful attention to using letters of equivalent difficulty across languages, and the paucity of norms stratified by relevant sociodemographic variables. In accordance with the International Test Commission's guidelines for adaptation of test material in multilingual contexts, this study provides (1) an internationally replicable methodological template for selecting appropriate letter sets; (2) empirical evidence to substantiate the equivalence of a letter set across three languages; (3) a template for evaluating the relative impact of sociodemographic variables on phonemic fluency; and (4) appropriately stratified norms for the letter set SBL (English and Afrikaans) / IBL (Xhosa) in a sample (N = 512) of urban participants (7-25 years with 1-17 years of education) from the Cape Town region of the Western Cape province of South Africa. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10