Assessing Understanding of Relative Clauses: A Comparison of Multiple-Choice Comprehension versus Sentence Repetition

Autor/inn/en	Frizelle, Pauline; O'Neill, Clodagh; Bishop, Dorothy V. M.
Titel	Assessing Understanding of Relative Clauses: A Comparison of Multiple-Choice Comprehension versus Sentence Repetition
Quelle	In: Journal of Child Language, 44 (2017) 6, S.1435-1457 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Foreign Countries; Child Language; Language Acquisition; Elementary School Students; Reading Tests; Multiple Choice Tests; Reading Comprehension; Phrase Structure; Sentences; Repetition; Grammar; Syntax; Statistical Analysis; Ireland + Suchen Sie Ihr Suchwort? Ausland; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Lesetest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Leseverstehen; Phrasenstruktur; Sentence analysis; Satzanalyse; Wiederholung; Grammatik; Statistische Analyse; Irland
Abstract	Although sentence repetition is considered a reliable measure of children's grammatical knowledge, few studies have directly compared children's sentence repetition performance with their understanding of grammatical structures. The current study aimed to compare children's performance on these two assessment measures, using a multiple-choice picture-matching sentence comprehension task and a sentence repetition task. Thirty-three typically developing children completed both assessments, which included relative clauses representing a range of syntactic roles. Results revealed a similar order of difficulty of constructions on both measures but little agreement between them when evaluating individual differences. Interestingly, repetition was the easier of the two measures, with children showing the ability to repeat sentences they did not understand. This discrepancy is primarily attributed to the additional processing load resulting from the design of multiple-choice comprehension tasks, and highlights the fact that these assessments are invoking skills beyond those of linguistic competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01