Sample Size Effects on Temporal Reliability of Language Sample Measures of Preschool Children

Gavin, William J.; Giles, Lisa

doi:10.1044/jshr.3906.1258

Cited by 81 publications

(72 citation statements)

References 13 publications

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“…Although some researchers have found short samples to be reliable (Heilmann, Nockerts, & Miller, 2010), Gavin and Giles (1996) stated that temporal reliability of language sample measures required longer samples (≥ 175 complete and intelligible utterances or 20 minutes).…”

Section: Picture Book Task (Present Progressive)mentioning

confidence: 99%

Morphosyntactic development of Bangla-speaking preschool children

Sultana

Stokes²,

Klee

et al. 2016

First Language

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Access to the full text of the published version may require a subscription. Rights Stephanie Stokes and Thomas KleeThe University of Hong Kong, Hong Kong Paul FletcherUniversity College Cork, Ireland AbstractThis study examines the morphosyntactic development, specifically verb morphology, of typically-developing Bangla-speaking children between the ages of two and four. Three verb forms were studied: the Present Simple, the Present Progressive, and the Past Progressive.The study was motivated by the observations that reliable language-specific developmental information is not available in Bangla (which affects research in the areas of speech and language therapy and computational linguistics) and that properties of these verb forms render them suitable for exploring how language typology contributes to the learnability of verb morphology in emerging child language. Children's performance on these forms was assessed through form-specific language elicitation tasks and spontaneous language samples.Three stages of development of verb morphology were identified by consideration of accuracy of production and error types. Keywords 2Morphosyntactic development of Bangla-speaking preschool children Language acquisition, language typology, verb morphology, Bengali, Bangla

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Section: Picture Book Task (Present Progressive)mentioning

confidence: 99%

Morphosyntactic development of Bangla-speaking preschool children

Sultana

Stokes²,

Klee

et al. 2016

First Language

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“…Although evidence regarding the reliability of productive language-sample measures has been mixed, especially from shorter samples (e.g., Gavin & Giles, 1996;Tilstra & McMaster, 2007), such measures have been associated with evidence of validity through developmental change with age up through age 13 years (Miller et al, 2005;Miller, Freiberg, Holland, & Reeves, 1992; M. L. Rice, Redmond, & Hoffman, 2006); correlation with other measures of linguistic complexity (DeThorne et al, 2008;Nippold, 2009;Nippold et al, 2014; M. L. Rice et al, 2006;Ukrainetz & Blomquist, 2002); and differentiation of clinical groups (e.g., Condouris, Meyer, & Tager-Flusberg, 2003;Scott & Windsor, 2000;Watkins, Kelly, Harbers, & Hollis, 1995).…”

Section: Mlumentioning

confidence: 99%

Longitudinal Effects on Early Adolescent Language: A Twin Study

Harlaar

DeThorne

Mahurin-Smith

et al. 2016

J Speech Lang Hear Res

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Purpose We evaluated genetic and environmental contributions to individual differences in language skills during early adolescence, measured by both language sampling and standardized tests, and examined the extent to which these genetic and environmental effects are stable across time. Method We used structural equation modeling on latent factors to estimate additive genetic, shared environmental, and nonshared environmental effects on variance in standardized language skills (i.e., Formal Language) and productive language-sample measures (i.e., Productive Language) in a sample of 527 twins across 3 time points (mean ages 10–12 years). Results Individual differences in the Formal Language factor were influenced primarily by genetic factors at each age, whereas individual differences in the Productive Language factor were primarily due to nonshared environmental influences. For the Formal Language factor, the stability of genetic effects was high across all 3 time points. For the Productive Language factor, nonshared environmental effects showed low but statistically significant stability across adjacent time points. Conclusions The etiology of language outcomes may differ substantially depending on assessment context. In addition, the potential mechanisms for nonshared environmental influences on language development warrant further investigation.

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“…Taken together, with the exception of Gavin and Giles (1996), these studies support a conclusion that at least 80 to 100 utterances are needed for MLU to demonstrate acceptable reliability within a given sample (Cole et al, 1989;Darley & Moll, 1960) or between two samples over time (Cole et al, 1989). However, none of these studies indicate what sample size was required for total number of words or number of different words in order to demonstrate acceptable reliabilities within a given sample, although 50 utterances has been recommended in the literature as the sample size for computing these lexical measures (e.g., Miller, 1981).…”

mentioning

confidence: 99%

“…However, different criteria have been used to interpret the magnitude of correlation coefficients, which makes it difficult to compare across studies. Following previous studies (Bogue, DeThorne, & Schaefer, 2014;Gavin & Giles, 1996;McCauley & Swisher, 1984), we consider a correlation coefficient of .90 or higher to be acceptable in interpreting the reliability data. This criterion has been adopted because a correlation coefficient of .90 means that no more than 20% (i.e., 1 − 0.90 2 = 0.19) of the variability in children's performance on a given measure can be attributed to measurement error.…”

mentioning

confidence: 99%

“…These results indicated that MLUm may demonstrate acceptable testretest and split-half reliabilities when based on 100-utterance samples. Gavin and Giles (1996) further investigated the effect of sample length on the test-retest reliability of total number of words (TNW), number of different words (NDW), and MLUm for 20 children between the ages of 2;7 and 3;10 with typical language. Two 20-min conversational language samples were collected from each child during free play with his/her principal caregiver in the laboratory, approximately three to 14 days apart.…”

mentioning

confidence: 99%

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Sample Length Affects the Reliability of Language Sample Measures in 3-Year-Olds: Evidence From Parent-Elicited Conversational Samples

Guo

Eisenberg

2015

LSHSS

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Purpose: The goal of this study was to investigate the extent to which sample length affected the reliability of total number of words (TNW), number of different words (NDW), and mean length of C-units in morphemes (MLCUm) in parent-elicited conversational samples for 3-year-olds. Method: Participants were sixty 3-year-olds. A 22-min language sample was collected from each child during free play with the parent in the laboratory. Samples of 1, 3, 7, and 10 min were extracted from the 22-min samples. TNW, NDW, and MLCUm were computed from each shorter sample and the 22-min sample. TNW and NDW were adjusted by number of minutes for comparisons. The differences and correlations between each shorter sample cut and the 22-min sample on MLCUm and adjusted TNW and NDW were computed. Results: The shorter samples and the 22-min samples significantly differed in adjusted TNW and NDW, but not in MLCUm. TNW reached an acceptable reliability level (i.e., r = .90) in 7-min samples. NDW and MLCUm approached the acceptable reliability level (rs = .88) in 7-min samples and reached it in 10-min samples. Conclusion: For conversational language samples with similar collection procedures, samples of 7 to 10 min are desirable for calculating TNW, NDW, and MLCUm in 3-year-olds.

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Sample Size Effects on Temporal Reliability of Language Sample Measures of Preschool Children

Cited by 81 publications

References 13 publications

Morphosyntactic development of Bangla-speaking preschool children

Morphosyntactic development of Bangla-speaking preschool children

Longitudinal Effects on Early Adolescent Language: A Twin Study

Sample Length Affects the Reliability of Language Sample Measures in 3-Year-Olds: Evidence From Parent-Elicited Conversational Samples

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