Language Assessment with Children Who Speak Nonmainstream Dialects: Examining the Effects of Scoring Modifications in Norm-Referenced Assessment

Autor/inn/en	Hendricks, Alison Eisel; Adlof, Suzanne M.
Titel	Language Assessment with Children Who Speak Nonmainstream Dialects: Examining the Effects of Scoring Modifications in Norm-Referenced Assessment
Quelle	In: Language, Speech, and Hearing Services in Schools, 48 (2017) 3, S.168-182 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2017_LSHSS-16-0060
Schlagwörter	Language Skills; Children; Dialects; Grade 2; Language Tests; Elementary School Students; Black Dialects; Scores; Correlation; Socioeconomic Status; Language Usage; Scoring; Accuracy; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Child; Kind; Kinder; Dialect; Dialekt; School year 02; 2. Schuljahr; Schuljahr 02; Language test; Sprachtest; Korrelation; Socio-economic status; Sozioökonomischer Status; Sprachgebrauch; Bewertung
Abstract	Purpose: We compared outcomes from 2 measures of language ability in children who displayed a range of dialect variation: 1 using features that do not contrast between mainstream American English (MAE) and nonmainstream dialects (NMAE), and 1 using contrastive features. We investigated how modified scoring procedures affected the diagnostic accuracy of the measure with contrastive features. Method: Second-grade students (N = 299; 167 White, 106 African American, 26 other) completed measures of language variation and ability (the Diagnostic Evaluation of Language Variation-Screening Test and the Clinical Evaluation of Language Fundamentals-Fourth Edition [CELF-4]). The CELF-4 was scored with and without the recommended scoring modifications for children who spoke African American English. Results: Partial correlations controlling for socioeconomic status revealed small to moderate correlations between measures of language ability and the use of NMAE features. Modified scoring yielded higher scores for children who spoke African American English and a reduced association between the use of NMAE features and CELF-4 scores. Modified scoring also affected the diagnostic accuracy of the CELF-4, resulting in a lower positive likelihood ratio and a higher negative likelihood ratio. Conclusions: The decision to apply scoring modifications affects both the false positive and false negative rates. Implications for language assessment for children who speak NMAE dialects are discussed, including the need for further investigation. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01