The impact of a language-enhancement intervention on at-risk preschoolers' language and literacy skills

Cabell, Sonia Q.; Justice, Laura M.; Piasta, Shayne B.; Curenton, Stephanie M.; Wiggins, Alice; Turnbull, Khara L.P.

doi:10.1037/e584752012-090

Cited by 1 publication

(2 citation statements)

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“…Procedural description, persuasion, negotiation and explanation are all forms of expository discourse (Nippold et al, 2007;Nippold and Sun, 2010). Expository discourse emerges within conversations in the preschool period (Cabell et al, 2011) but becomes more prevalent in children's experiences once schooling begins and is increasingly more frequent in their spoken language at that time (Nippold and Sun, 2010). In narration, children begin to .…”

Section: Introductionmentioning

confidence: 99%

“…talk about past events and to produce brief narrative recounts of these events by the age of two when scaffolded by a parent (Eisenberg, 1985). By 5 years of age, they are able to produce narratives with some plot structure (Hoff, 2009;Owens, 2012) and the complexity of their spoken narratives continues to develop through at least 12 years of age (Hoff, 2009;Cabell et al, 2011). The following paragraphs will provide an overview of the literature investigating and comparing language use in these three discourse genres.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the validity and reliability of online assessment for conversational, narrative, and expository discourse measures in school-aged children

Burchell

Bédard²,

Boyce³

et al. 2022

Front. Commun.

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The COVID-19 pandemic has created novel challenges in the assessment of children's speech and language. Collecting valid data is crucial for researchers and clinicians, yet the evidence on how data collection procedures can validly be adapted to an online format is sparse. The urgent need for online assessments has highlighted possible the barriers such as testing reliability and validity that clinicians face during implementation. The present study describes the adapted procedures for on-line assessments and compares the outcomes for monolingual and bilingual children of online and in-person testing using conversational, narrative and expository discourse samples and a standardized vocabulary test. A sample of 127 (103 in-person, 24 online) English monolinguals and 78 (53 in-person, 25 online) simultaneous French-English bilinguals aged 7–12 years were studied. Discourse samples were analyzed for productivity, proficiency, and syntactic complexity. MANOVAs were used to compare on-line and in-person testing contexts and age in two monolingual and bilingual school-age children. No differences across testing contexts were found for receptive vocabulary or narrative discourse. However, some modality differences were found for conversational and expository. The results from the study contribute to understanding how clinical assessment can be adapted for online format in school-aged children.

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