Predicting Language Performance from Narrative Language Samples

Autor/inn/en	Murphy, Kimberly A.; Springle, Alisha P.; Sultani, Mollee J.; McIlraith, Autumn
Titel	Predicting Language Performance from Narrative Language Samples
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 2, S.775-784 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Murphy, Kimberly A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Child Language; Oral Language; Language Skills; Story Telling; Kindergarten; Elementary School Students; Vocabulary; Grammar; Grade 1; Grade 2; Grade 3; Longitudinal Studies; Predictive Validity; Evaluation Methods; Peabody Picture Vocabulary Test; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Wortschatz; Grammatik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Purpose: Analysis of narrative language samples is a recommended clinical practice in the assessment of children's language skills, but we know little about how results from such analyses relate to overall oral language ability across the early school years. We examined the relations between language sample metrics from a short narrative retell, collected in kindergarten, and an oral language factor in grades kindergarten through 3. Our specific questions were to determine the extent to which metrics from narrative language sample analysis are concurrently related to language in kindergarten and predict language through Grade 3. Method: Participants were a sample of 284 children who were administered a narrative retell task in kindergarten and a battery of vocabulary and grammar measures in kindergarten through Grade 3. Language samples were analyzed for number of different words, mean length of utterance, and a relatively new metric, percent grammatical utterances (PGUs). Structural equation models were used to estimate the concurrent and longitudinal relationships. Results: The narrative language sample metrics were consistently correlated with the individual vocabulary and grammar measures as well as the language factor in each grade, and also consistently and uniquely predicted the language factor in each grade. Standardized path estimates in the structural equation models ranged from 0.20 to 0.39. Conclusions: This study found narrative language sample metrics to be predictive, concurrently and longitudinally, of a latent factor of language from kindergarten through Grade 3. These results further validate the importance of collecting and analyzing narrative language samples, to include PGU along with more traditional metrics, and point to directions for future research. [The article is written with the Language and Reading Research Consortium (LARRC).] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11