Preschoolers' oral language abilities: A multilevel examination of dimensionality

Abstract

This study explored the dimensionality of children's oral language using a fully crossed design, where modality (expressive versus receptive) was crossed with linguistic domain (grammar, semantics and phonology). The present study was also the first of its kind to employ multilevel factor analysis to control confounding classroom effects. Assessments of oral language were completed by 529 children who attended 85 preschool classrooms. The sample was heterogeneous with regard to language ability, ethnicity, sex and SES. Classroom membership was more highly associated with preschoolers' semantics and grammar than with preschoolers' phonological systems. A general language ability was found to drive preschoolers' performances on tests of semantics and grammar, regardless of modality. Furthermore, articulation and speech perception were found separate but correlated abilities. Implications for assessment and diagnosis of oral language impairments are discussed.