Measurement of expressive vocabulary in school-age children: Development and application of the Kilifi Naming Test (KNT)

Kitsao-Wekulo, Patricia; Holding, Penny; Kvalsvig, Jane; Alcock, Katie; Taylor, H. Gerry

doi:10.1080/21622965.2017.1378579

Cited by 6 publications

(8 citation statements)

References 88 publications

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“… 12 A seven‐item battery was used to test verbal and non‐verbal skills in the 2001 survey. 12 In 2015, the Raven’s Coloured Progressive Matrices 22 and Kilifi Naming Test 23 were administered to evaluate non‐verbal skills and language/communication deficits respectively. We defined cognitive impairments using z‐scores from these neuropsychological scores standardized to the general population.…”

Section: Methodsmentioning

confidence: 99%

Neurological impairment and disability in children in rural Kenya

Abuga

Kariuki

Abubakar

et al. 2021

Develop Med Child Neuro

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Aim To investigate geographical change over time in the burden of neurological impairments in school‐aged children in a demographic surveillance area. Method We investigated changes in neurological impairment prevalence in five domains (epilepsy and cognitive, hearing, vision, and motor impairments) using similar two‐phase surveys conducted in 2001 (n=10 218) and 2015 (n=11 223) and determined changes in location‐level prevalence, geographical clustering, and significant risk factors for children aged 6 to 9 years (mean 7y 6mo, SD 1y) of whom 50.4% were males. Admission trends for preterm birth, low birthweight (LBW), and encephalopathy were determined using admission data to a local hospital. Results Overall prevalence for any neurological impairment decreased from 61 per 1000 (95% confidence interval [CI] 48.0–74.0) in 2001 to 44.7 per 1000 (95% CI 40.9–48.6) in 2015 (p<0.001). There was little evidence of geographical variation in the prevalence of neurological impairments in either survey. The association between neurological impairments and some risk factors changed significantly with year of survey; for example, the increased association of adverse perinatal events with hearing impairments (exponentiated coefficient for the interaction=5.94, p=0.03). Annual admission rates with preterm birth (rate ratio 1.08, range 1.07–1.09), LBW (rate ratio 1.08, range 1.06–1.10), and encephalopathy (rate ratio 1.08, range 1.06–1.09) significantly increased between 2005 and 2016 (p<0.001). Interpretation There was a significant decline in the prevalence of neurological impairments and differential changes in the associations of some risk factors with neurological impairments over the study period. Limited geographical variation suggests that similar interventions are appropriate across the defined area.

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Section: Methodsmentioning

confidence: 99%

Neurological impairment and disability in children in rural Kenya

Abuga

Kariuki

Abubakar

et al. 2021

Develop Med Child Neuro

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“…Our results support those of Pretorius and Stoffelsma (2017) who found that children older than expected in Grade 3 performed more poorly on vocabulary. Our focus on children who should have been in the Grade 3 cohort reduced the variation in vocabulary due to age, explaining why our findings differ from those of Kitsao-Wekulo et al (2019), for example Knauer et al (2019) and Mazibuko and Chimbari (2020).…”

Section: Discussionmentioning

confidence: 59%

“…Recent studies have started to address these concerns by developing tests in African languages. Kitsao-Wekulo et al (2019) created the Kilifi Naming Test (KNT), which allows multilingual participants to name lexical items in any of their languages (English, Swahili, and a local language). The KNT was validated on primary school children, and it was found that age, number of years in school, and living in a rural area was positively associated with multilingual productive vocabulary.…”

Section: Vocabulary Research In Sub-saharan Africamentioning

confidence: 99%

Development and initial validation of productive vocabulary tests for isiZulu, Siswati and English in South Africa

Wilsenach

Schaefer

2022

Language Testing

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Multilingualism in education is encouraged in South Africa, and children are expected to become bilingual and biliterate during the early primary grades. Much focus has been placed on measuring literacy in children’s first language, often the medium of instruction (MOI), and English, the language typically used as MOI from fourth grade. However, vocabulary development in African contexts is underexplored, owing to the cost of existing English standardized tests, and the comparatively fewer linguistically and contextually appropriate vocabulary assessments in African languages. To address this gap, we document the development of corpus-informed contextually appropriate tests of productive vocabulary in isiZulu, Siswati, and English, which were used for a project evaluation. The initial validation phase included 412 children. Both tests were reliable and were concurrently validated with reading comprehension tests in each language, and oral language skills in English. This study contributes to our understanding of the factors that affect the variation in vocabulary knowledge in an African context, including age, grade repetition, and vocabulary in the other language. Only English vocabulary was affected by the remote rural location of the school. We recommend some modifications to the tests before they are validated further in other populations.

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“…The Kilifi Naming Test was developed in Kenya to measure expressive vocabulary among children in a rural setting ( Kitsao-Wekulo et al, 2019 ). The child must provide labels for a selection of pictures presented in black and white with or without cues.…”

Section: Methodsmentioning

confidence: 99%

Does Socio-Economic Status Have Different Impact on Fluid and Crystallized Abilities? Comparing Scores on Raven’s Progressive Matrices, Kaufman Assessment Battery for Children II Story Completion and Kilifi Naming Test Among Children in Ghana

Anum

2022

Front. Psychol.

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Current literature shows an association between intelligence and socio-cultural or socio-economic factors. The available evidence supports a stronger effect of exogenous factors on measures of crystalized intelligence than on fluid intelligence. Despite this, the sources of variability in fluid and crystalized intelligence have not been explored adequately in intelligence research. The purpose of this study was to compare performance on tests that measure fluid and crystallized intelligence among children selected from public and private schools in Ghana. We tested the assumption that socio-economic status (SES) will have a stronger effect on tests that measure crystallized intelligence than on fluid intelligence. We selected 185 children between 6 and 12 years from private and public schools, and used inclusion in a private or public school as a proxy for SES. We administered the Raven’s Coloured Progressive Matrices (RCPM), a fluid intelligence test, the KABC II story completion subtest as a measure of inductive reasoning and crystallized intelligence and the Kilifi Naming Test, a verbal ability measure designed to minimize the effect of school on vocabulary. The results showed age-related improvement in scores on all three tests with effect sizes ranging from 0.42 to 0.52. We also found significant effect for type of school on all the tests with effect sizes ranging from 0.37 to 0.66. The results also showed an increasing disparity in performance on the tests favoring children selected from private schools. These suggest that fluid and crystalized intelligence are affected by socioeconomic factors. The results also showed that SES factors tend to affect crystallized ability more than it affects fluid ability. The results are discussed in the context of differences in socioeconomic resources available to children such as quality of education in low- and middle-income countries.

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Measurement of expressive vocabulary in school-age children: Development and application of the Kilifi Naming Test (KNT)

Cited by 6 publications

References 88 publications

Neurological impairment and disability in children in rural Kenya

Neurological impairment and disability in children in rural Kenya

Development and initial validation of productive vocabulary tests for isiZulu, Siswati and English in South Africa

Does Socio-Economic Status Have Different Impact on Fluid and Crystallized Abilities? Comparing Scores on Raven’s Progressive Matrices, Kaufman Assessment Battery for Children II Story Completion and Kilifi Naming Test Among Children in Ghana

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