Abstract
The aim of the study was to validate an instrument and propose standards to measure the language skills of school adolescents. 2270 adolescents (1134 males and 1136 females) in the region of Maule (Chile) was studied. The age range is between 10 to 18 years. The validated instrument has three categories (verbal, paralinguistic and non-verbal) and a total of 26 items. The instrument showed to be valid after the confirmatory analysis and Cronbach α (0.86 to 0.88) showed highly reliable values. The LMS method to develop percentiles, let p10, p50 and p90 calculated by age and sex. The instrument measures developed language skills valid and reliable also adopted cutoffs allow diagnose and adolescents by age and sex. These results suggest the use and application of the instrument as an everyday tool in social, cultural and educational contexts.
Highlights
Adolescents need to participate in opportunities that provide curriculum content that develops linguistic skills (Wetherell, Botting, & Conti-Ramsden, 2007)
In view of the absence of standards to evaluate linguistic skills, the objective of this study was to validate an instrument based on content and construct validity and propose standards for measuring linguistic skills of adolescent students
The researchers conclude that the instrument created measures the linguistic skills validly and reliably for content as well as for exploratory factorial analysis (EFA)
Summary
Adolescents need to participate in opportunities that provide curriculum content that develops linguistic skills (Wetherell, Botting, & Conti-Ramsden, 2007). Many experts share the conviction that good communicative skills are innate and generally are learned intentionally, systematically, and experientially (Silverman et al, 2005; Kurtz et al, 2005). To a decrease in social interactions between children, adolescents, and young adults This may limit the ability to communicate (Brinton et al, 2004), organize sentences (Wetherell et al, 2007), and use body language during the growth and development stage. The focus on speaking, language, and communication are fundamental keys to fitting into society (Larson & McKinley, 2003) They are important for professional development, especially for the process of finding a job (Iksan et al, 2012), achieving professional development, improving social mobility, and confronting future life changes (DfE, 2011)
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