New Reynell Developmental Language Scales

Edwards, Susan; Letts, Carolyn; Sinka, Indra

doi:10.1037/t05236-000

Cited by 95 publications

(157 citation statements)

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“…The present investigation has indicated a more advanced acquisition of who-questions than whose-questions. The present findings support that inferencing skills have involved integration of abilities to understand language with non-linguistic structures such as world knowledge and experience (Edwards, Letts & Sinka, 2011).…”

Section: Discussionsupporting

confidence: 73%

“…Some children had code-switched Mandarin vocabularies with English, resulting in a late mastery (100%) of vocabularies (by 5;00). Unlike English (Letts et al, 2011), prepositions posed more challenges in Mandarin than verbs, as evidenced in a better test score for verbs in the present study. Despite some discrepancies in the age and order of acquisition for prepositions in the present study and the previous local study (Teng, 2003), both studies have indicated a relatively late development of prepositions (from 3;00 onwards) than verbs (from 2;00 onwards).…”

Section: Discussionmentioning

confidence: 49%

“…The New Reynell Developmental Language Scales (NRDLS) is a major revision of the 1997 version. NRDLS was published in 2011 (Edwards, Letts & Sinka, 2011). It has incorporated contemporary knowledge in typical and atypical child language development.…”

Section: Literature Review the New Reynell Developmental Language Scamentioning

confidence: 99%

“…It was revised in 1985 (Reynell & Huntley. 1985) and redesigned and renormed in 1997 (Edwards, Fletcher, Garman, Hughes, Letts & Sinka, 1997). The earlier version of RDLS has also been adapted to Cantonese in Hong Kong (RDLS-C; Hong Kong Society for Child Health and Development, 1987).…”

Section: Literature Review the New Reynell Developmental Language Scamentioning

confidence: 99%

“…The scoring form of NRDLS-M was devised drawing upon careful translation and modification of the English NRDLS (Edwards et al, 2011). Similar scoring procedure of NRDLS was employed in NRDLS-M. One mark was given for correct responses and a zero mark was given for wrong or nil responses; these marks were entered on the scoring form.…”

Section: Scoring Proceduresmentioning

confidence: 99%

See 4 more Smart Citations

Assessing Children’s Native Language in Mandarin Using the Adapted New Reynell Developmental Language Scales-Mandarin (NRDLS-M)

Lim

Lee

2017

GEMA

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Early child language acquisition in Mandarin by Malaysian Chinese children is underexplored. Following the establishment of the first Speech Sciences academic programme at Universiti Kebangsaan Malaysia (UKM) in 1994, there is a need to develop language tests to assess children who might be at risk for language disorders and to provide remediation accordingly by professionals such as speech therapists. The present study aims to adapt a contemporary British English test: The New Reynell Developmental Language Scales (NRDLS) to Mandarin. Since NRDLS is widely-used to assess language comprehension and language production, the aim of the present research therefore is to propose adaptation of NRDLS to Mandarin. The present research also aims to provide preliminary norms (age of acquisition for target structures and errors) for the local children. Underlying factors which might influence child language development i.e. age, gender and socio-economic status (maternal education) are also examined. Using a cross-sectional study of 40 children aged 2;00-6;11, the present study aims to describe child language acquisition based on performance of the adapted NRDLS. The present results show that language skills advanced with age. Gender and maternal education do not affect child language development. Overall, children demonstrated a more superior language comprehension than language production. The adapted New Reynell Developmental Language Scales-Mandarin (NDRLS-M) is developmentally sensitive though further revisions are required. The present findings implicate an influence of universality and ambient language effects on acquisition of Mandarin. The present findings also implicate a need to develop a bilingual MandarinEnglish version of NRDLS-M.

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Section: Discussionsupporting

confidence: 73%

Section: Discussionmentioning

confidence: 49%

Section: Literature Review the New Reynell Developmental Language Scamentioning

confidence: 99%

Section: Literature Review the New Reynell Developmental Language Scamentioning

confidence: 99%

Section: Scoring Proceduresmentioning

confidence: 99%

See 3 more Smart Citations

Assessing Children’s Native Language in Mandarin Using the Adapted New Reynell Developmental Language Scales-Mandarin (NRDLS-M)

Lim

Lee

2017

GEMA

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Assessing Communication in Autism Spectrum Disorders

Paul

Fahim

2014

Handbook of Autism and Pervasive Developmental Disorders, Fourth Edition

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Communication deficits are a core symptom or ASD, and the assessment of individuals with these disorders requires both formal testing and careful observation of natural and seminatural communicative activities. For children in prelinguistic phases of communication, assessment is aimed at establishing the communicative basis for a formal language system and looking at the frequency, range, and means of expression of communicative acts. Children in the early stages of language use will need to be assessed not only in terms of their vocabularies and sentence structures, but with regard to the unusual communicative patterns that often accompany ASD, such as echolalia, pronoun errors, and significant deficits in pragmatics and receptive language. Some children at this level may require evaluation to determine the best alternative mode of communication if speech has not yet emerged, and an augmentative and alternative communication (AAC) system should be considered. For individuals at advanced language levels, assessment will focus on social uses of communication (particularly pragmatic, narrative, and prosodic skills), and may include an assessment of their written language. For people at all developmental levels and at all points along the autistic spectrum, a comprehensive evaluation of strengths and needs in the area of communication is essential to the development of an effective plan for improving communicative competence.

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Psychometric Properties of Child (0–5 Years) Outcome Measures as used in Randomized Controlled Trials of Parent Programs: A Systematic Review

Gridley

Blower

Dunn

et al. 2019

Clin Child Fam Psychol Rev

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This systematic review is one of the three which sought to identify measures commonly implemented in parenting program research, and to assess the level of psychometric evidence available for their use with this age group. This review focuses specifically on measures of child social–emotional and behavioral outcomes. Two separate searches of the same databases were conducted; firstly to identify eligible instruments, and secondly to identify studies reporting on the psychometric properties of the identified measures. Five commercial platforms hosting 19 electronic databases were searched from their inception to conducted search dates. Twenty-four measures were identified from Search 1: a systematic search of randomized controlled trial evaluations of parenting programs. For Search 2, inclusion/exclusion criteria were applied to 21,329 articles that described the development and/or validation of the 24 measures identified in Search 1. Thirty articles met the inclusion criteria. resulting in 11 parent report questionnaires and three developmental assessment measures for review. Data were extracted and synthesized to describe the methodological quality of each article using the COSMIN checklist alongside the overall quality rating of the psychometric property reported for each measure. Measure reliability was categorized into four domains (internal consistency, test–re-test, inter-rater, and intra-rater). Measure validity was categorized into four domains (content, structural, convergent/divergent, and discriminant). Results indicated that supporting evidence for included measures is weak. Further work is required to improve the evidence base for those measures designed to assess children’s social–emotional and behavioral development in this age group. PROSPERO Registration number: CRD42016039600. Electronic supplementary material The online version of this article (10.1007/s10567-019-00277-1) contains supplementary material, which is available to authorized users.

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New Reynell Developmental Language Scales

Cited by 95 publications

References 0 publications

Assessing Children’s Native Language in Mandarin Using the Adapted New Reynell Developmental Language Scales-Mandarin (NRDLS-M)

Assessing Children’s Native Language in Mandarin Using the Adapted New Reynell Developmental Language Scales-Mandarin (NRDLS-M)

Assessing Communication in Autism Spectrum Disorders

Psychometric Properties of Child (0–5 Years) Outcome Measures as used in Randomized Controlled Trials of Parent Programs: A Systematic Review

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