Abstract
To present a brief report on the initial results of the application of Preschool Language Assessment Instrument, second edition, in Brazilian Portuguese-speaking children. The study included 300 children with typical language development, from both genders, aged from 3 to 5 years and 11 months, as proposed by the original test version. After translation, back-translation, and adaptation of the second edition of the Preschool Language Assessment Instrument, the instrument was administered to investigate the receptive and expressive language skills. There was a significant difference between the average gross scores of the three groups for both "receptive" and "expressive" language skills, and a growing tendency of scores according to age. After analysis, we found that versions translated and adapted for Brazilian Portuguese speakers allow one to evaluate and discriminate the performance of children in receptive and expressive language skills, according to age group, as well as the original version.
Highlights
The use of systematic or formal instruments to assess specific skills, such as intellectual and language-related aspects, represents the possibility of characterizing performances and comparing them to those of a reference group
We present a brief report containing the first results regarding the use of the procedure adapted for the Brazilian Portuguese (BP), among children with typical spoken language development
A significant difference was observed between the means of the gross scores of groups for both “receptive language” and “expressive language” items
Summary
The use of systematic or formal instruments to assess specific skills, such as intellectual and language-related aspects, represents the possibility of characterizing performances and comparing them to those of a reference group. It allows us to assess the communicative skill of children aged from 3 to 5 years and provides information about how a child can integrate the cognitive, linguistic, and pragmatic components according to two response classifications: receptive and expressive language. It provides relevant extralinguistic information for the communication process[4]
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