Reliability and Validity of Latvian Sign Language Comprehension Test (LSLCT) for Deaf and Hearing Impaired Children

Solvita Umbrasko,Malgozata Rascevska

doi:10.5901/jesr.2016.v6n2p237

Solvita Umbrasko, Malgozata Rascevska

Open Access

https://doi.org/10.5901/jesr.2016.v6n2p237

Copy DOI

Abstract

The aim of this study was to determine the reliability and validity of the Latvian Sign Language Comprehension Test (LSLCT). Thirty-four deaf and hearing impaired (DHI) children (boys: 50%: girls: 50%) aged 8 to 12 years participated in the study. The children were attending specialist schools for DHI children and did not have any officially diagnosed developmental disorders. Item difficulty indices and item discrimination indices were established and the internal consistency and inter-rater reliability of the scale were assessed. The one-factor structure of the scale was verified. Teachers’ ratings of children’s sign language perception skills were used to determine the concurrent validity of the LSLCT. Construct validity was assessed on the basis of the correlations between LSLCT score and children’s age, grade, gender, parental hearing status, age at exposure to sign language and signing age. LSLCT was shown to have high reliability and construct validity. DOI: 10.5901/jesr.2016.v6n2p237

Highlights

Sign language plays a vital role in everyday communication and learning for many deaf and hearing impaired (DHI) children whose hearing impairment prevents them from mastering spoken language without assistance
To assess the construct validity of the Latvian Sign Language Comprehension Test (LSLCT) we considered the correlation between children’s scores on the test and their chronological age, gender, parental hearing status, age on exposure to sign language and signing age
The test items had high reliability and good response variation they proved too difficult for the target age group; almost all items are below the optimum average value (1.00) (Aiken, 2000)

Summary

Introduction

Sign language plays a vital role in everyday communication and learning for many deaf and hearing impaired (DHI) children whose hearing impairment prevents them from mastering spoken language without assistance. Learning to communicate via spoken language is especially difficult for children with a severe hearing impairment. For DHI children sign language serves as a means of acquiring information and communicating in academic and social environments. Any language learning can be promoted more effectively if it is possible to assess the current level of language development. In Latvia there is no one test on the evaluation of the LSL skills. The assessment of DHI children’ sign language could help us to understand deeper the factors that affect LSL development

Objectives

Methods

Results

Conclusion