The Dimensionality of Language and Literacy in the School-Age Years

Autor/inn/en	Nelson, Nickola Wolf; Plante, Elena; Anderson, Michele; Applegate, E. Brooks
Titel	The Dimensionality of Language and Literacy in the School-Age Years
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 7, S.2629-2647 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nelson, Nickola Wolf) ORCID (Plante, Elena) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Oral Language; Written Language; Language Tests; Literacy; Hypothesis Testing; Language Impairments; Reading Difficulties; Clinical Diagnosis; Goodness of Fit; Verbal Ability; Memory; Correlation; Sentences; Factor Analysis; Elementary School Students; Phonology; Comparative Analysis; Writing Difficulties; Phonemic Awareness; Spelling; Reading Tests; Secondary School Students; Scores; Receptive Language; Expressive Language + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Language test; Sprachtest; Alphabetisierung; Schreib- und Lesefähigkeit; Hypothesenprüfung; Hypothesentest; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Reading difficulty; Leseschwierigkeit; Mündliche Leistung; Gedächtnis; Korrelation; Sentence analysis; Satzanalyse; Faktorenanalyse; Fonologie; Schreibstörung; Schreibweise; Lesetest; Sekundarschüler; Rezeptive Kommunikationsfähigkeit
Abstract	Purpose: This was an investigation of the dimensionality of oral and written language to test the hypothesis that a two-factor model with sound/word and sentence/discourse language levels would best fit language and literacy data for a population-based sample in the school-age years. Method: A stratified secondary data set of 1,500 participants was drawn randomly from a larger nationally representative U.S. data set (N = 1,853) gathered during standardization of the Test of Integrated Language and Literacy Skills. A sample of 254 students with prior diagnoses of language and literacy disorders (LLD) was drawn from the full data set. Confirmatory factor analysis was used to compare the hypothesized two-factor model with other theoretically possible models. Results: The hypothesized two-factor language-levels model had an acceptable-to-good fit to the full data set, as did the three-factor model, with verbal memory added. High interfactor correlation between verbal memory and sentence/ discourse constructs, as well as a preference for parsimony, led to the acceptance of the two-factor model as best. This language-levels model had a good fit to the data at ages 8-11 years, and an excellent fit at ages 12-18 years, but only a poor fit for ages 6-7 years (yet still better than other two-factor or unitary models). It had a reasonable fit for students with LLD, although the three-factor model fit their data slightly better. Conclusions: Oral and written language abilities during the school-age years are best explained by a two-factor model with sound/word and sentence/ discourse language levels and memory as a contributing factor. Implications for identifying and treating language and literacy disorders as multidimensional rather than categorical are discussed. (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: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01