Assessment Of Language Skills Research Articles

Development, Cross-Cultural Adaptation, and Psychometric Characteristics of the Persian Progressive Aphasia Language Scale in Patients With Primary Progressive Aphasia: A Pilot Study.

Introduction:Primary Progressive Aphasia (PPA) is a neurological condition characterized by progressive dissolution of language capabilities. The Progressive Aphasia Language Scale (PALS) is an easy-to-apply bedside clinical scale capable of capturing and grading the key language features essential for the classification of PPA. The objective of the present study was to develop and validate the Persian version of the PALS (PALS-P) as a clinical language assessment test.Methods:In this cross-sectional study, PALS was translated and adapted into Persian according to the international guidelines. A total of 30 subjects (10 subjects with PPA and 20 control subjects without dementia) were recruited to evaluate the intra-rater reliability and discriminant validity of PALS-P.Results:The intra-rater reliability of the PALS-P within a 14-day interval was excellent for each subtest (ICC agreement range=0.81–1.0). PALS-P results were statistically significant among groups, suggesting its discriminative validity.Conclusion:This preliminary study indicates that PALS-P was successfully developed and translated. It seems to be a valid and reliable screening tool to assess language skills in Persian-speaking subjects with progressive aphasia.

Challenging equivalency in measures of English language proficiency for university admission: data from an undergraduate engineering programme

ABSTRACTEnglish is increasingly common as a medium of instruction in higher education internationally, and evidence of English language proficiency (ELP) forms a vital aspect of many post-secondary admission applications. Scores from different ELP measures (e.g. standardized assessments; institution-specific English programmes) are often used as equivalent assessment of language skills for admission, yet little research exists to show equivalency to one another. This study examines three measures of ELP used for post-secondary admission: scores from IELTS, TOEFL, and an institution-specific academic English programme, relative to course grade results, and student retention rates in a first-year undergraduate engineering programme. Statistically significant differences were found between the three types of ELP assessment with respect to academic success. Furthermore, students admitted using the academic English programme showed a statistically significantly higher rate of first-year programme dropout. These findings call into question the assumption of equivalency among measures of ELP used for post-secondary admission.

Speech, language, and reading skills in 10-year-old children with palatal clefts: The impact of additional conditions

BackgroundThis study examined speech (hypernasality and intelligibility), language, and reading skills in children with a cleft palate, specifically investigating additional conditions to the cleft, in order to differentiate challenges related to a cleft only, and challenges associated with an additional condition. DesignCross-sectional data collected during routine assessments of speech and language in a centralised treatment setting. ParticipantsChildren born with cleft with palatal involvement from four birth cohorts (n=184), aged 10. Outcome measuresSpeech: SVANTE-N; Language: Language 6–16; Reading: Word Chain Test and Reading Comprehension Test. ResultsDescriptive analyses revealed that 123 of the children had a cleft only (66.8%), while 61 children (33.2%) had a cleft that was associated with an additional condition (syndrome, developmental difficulty, attentional difficulties). Due to close associations with the outcome variables, children with specific language impairments and dyslexia were excluded from the sample (n=14). In the total cleft sample, 33.1% had mild to severe hypernasality, and 27.9% had mild to severe intelligibility deviances. Most children with intelligibility and hypernasality scores within the normal range had a cleft without any other condition. A high number of children with developmental difficulties (63.2%) or AD/HD (45.5%) had problems with intelligibility. Hypernasality scores were also associated with developmental difficulties (58.8%), whereas most children with AD/HD had normal hypernasality scores (83.3%). As could be expected, results demonstrated that children with a cleft and an additional condition had language and reading scores below average. Children with a cleft only had language and reading scores within the normal range. Among the children with scores below average, 33.3–44.7% had no other conditions explaining difficulties with language and reading. ConclusionsThe findings highlight the need for routine assessments of language and reading skills, in addition to assessments of speech, in children with a cleft, in order to identify potential problems as early as possible. Study designs need to take additional difficulties into account, so that potential problems with language and reading are not ascribed the cleft diagnosis, and can be followed by appropriate treatment and interventions.

Teaching by Principles: An Interactive Approach to Language Pedagogy

Teaching by Principles: An Interactive Approach to Language Pedagogy

A web-based resource for the assessment of language skills in English and Welsh-speaking adults with neurological deficits

A web-based resource for the assessment of language skills in English and Welsh-speaking adults with neurological deficits

Language assessment of children with severe liver disease in a public service in Brazil

OBJECTIVE:The aim of this research was to compare language development (expressive and receptive skills) in children awaiting liver transplantation with that of children who have already undergone the surgical procedure.METHODS:An observational, descriptive, cross-sectional study was conducted with 76 children divided into groups, as follows: 31 children who were candidates for liver transplantation (Group 1; G1), 45 children who had already undergone liver transplantation (Group 2; G2), and a control group (CG) of 60 healthy, normally developing children. Health status information was gathered, and the Test of Early Language Development (TELD)-3 was used to assess language skills. Family household monthly income data were also gathered using a specific questionnaire.RESULTS:G1 had poorer language performance compared with G2 and the CG. G2 had lower language performance when compared with the CG. However, when considering the TELD-3 standard scores, G2 had scores within normal limits. The regression analysis indicated age as a risk factor for language deficits in Group 1 and family income as a risk factor for language deficits in G2.CONCLUSIONS:The results suggested that children with chronic liver disease have delays in language development. Transplanted children have linguistic performance within normal limits, but their scores tended to be lower than the CG.

Evaluating the Relationships between the PEAK Relational Training System – Direct Training Module, Assessment of Basic Language and Learning Skills – Revised, and the Vineland Adaptive Behavior Scales – II

The present study sought to examine the relationships between two language assessments and a psychometrically validated adaptive behavior scale. The assessments evaluated included the Promoting the Emergence of Advanced Knowledge Relational Training System - Direct Training Module (PEAK-DT), the Assessment of Basic Language and Learning Skills – Revised (ABLLS-R), and the Vineland Adaptive Behavior Scales, second edition (VABS-II). The assessments were completed for 21 children diagnosed with autism. Results indicate a significant correlation between scores on the PEAK-DT and ABLLS-R (r = 0.951, p < 0.001, PEAK-DT and VABS-II (r = 0.453, p < .05), as well as the ABLLS-R and VABS-II (r = 0.563, p < 0.05). The results did not indicate any ceiling effects amongst any of the assessments. These results extend research on the psychometric properties of these assessment tools and provide implications for practitioner choice of curricula.

A Pilot Study Examining the Test–Retest and Internal Consistency Reliability of the ABLLS-R

The literature contains a variety of assessment tools for measuring the skills of individuals with autism or other developmental delays, but most lack adequate empirical evidence supporting their reliability and validity. The current pilot study sought to examine the reliability of scores obtained from the Assessment of Basic Language and Learning Skills–Revised (ABLLS-R). Two forms of reliability were measured: internal consistency and test–retest reliability. Analyses using data obtained from neuro-typical children ( N = 50) yielded strong evidence of internal consistency and test–retest reliability. These preliminary findings suggest that the ABLLS-R can yield reliable scores.

Cognitive ability in Down syndrome and its relationship to urinary neopterin, a marker of activated cellular immunity

BackgroundNeopterin is an unconjugated pteridine that is secreted in large quantities by activated macrophages and can be used as a clinical marker of activated cellular immunity and oxidative stress. We aimed to investigate whether urinary neopterin levels are associated with cognitive function in people with Down syndrome (DS). MethodsOut of 32 adults with DS who originally participated in a longitudinal study, 25 were followed up at 4 years. Informants rated their adaptive behavior (ABAS) and the adults with DS attempted assessments of language skills and memory at both baseline and follow-up time points (Modified Memory Object Task, MOMT), and receptive vocabulary (British Picture Vocabulary Scale, BPVS). ResultsNeopterin/creatinine levels were negatively correlated with change in the MOMT total score (Spearman’s Rho=−0.517, p=0.020) and change in the MOMT delayed recall score (Spearman’s Rho=−0.577, p=0.008) over time, i.e. higher neopterin/creatinine level was associated with worse performance on a test of cognitive ability over time. ConclusionUrine neopterin may have potential as a biomarker for memory decline in Down syndrome, and could potentially also help to track progression of mild cognitive impairment (MCI) to Alzheimer’s disease in other high risk populations.

Suivi longitudinal (3 ans) et développement de 4 enfants avec autisme sans retard mental après 90 séances d’entraînement aux habiletés sociales

IntroductionFew studies on social skills training essentially based on ABA techniques are dedicated to children with autism aged 5 to 10 years whereas autistic disorders can be diagnosed in very early childhood. Generally, the main criticisms about these social skills training are: shortness of programs (around 20 sessions), no manual with precise descriptions of sessions and used techniques, and a lack of generalization of the learned skills in everyday life. ObjectivesTo describe the evolution (before/after) of symptoms and sociocommunicative skills of 7 children with autism and no mental retardation (mean age=7.08) who participated in 90 sessions (during 3 years) in a learning group of communication and socialization (or LGCS). MethodTo develop these sessions, we referred to intellectual and verbal levels obtained by the children on The Wechsler Intelligence Scales. We proposed activities such as open discussion, telling about events or vacations, learning of and communicative social rules, social games, outdoor exercises at home or in parks/shops/supermarkets/restaurants with known/unknown children/adults/sellers. To target the social and communicative skills, we also referred to their intellectual level and to Assessment of basic language and learning skills (ABBLS). To practice these sessions, we referred to: (1) TEACCH cognitive ergonomics principles (Treatment and education of autistic and related communication handicapped children developed by Schopler); and especially (2) ABA techniques (Applied behavior analysis) which are rarely mentioned as such. In particular, we used techniques such as: (a) concrete reinforcements which were frequently evaluated; (b) precise levels of verbal incentives and (c) error corrections. To measure the changes, we assessed children with psychometric tests before and after 90 sessions (ADOS and VABS). ResultsThe scores show significant improvements in autistic symptoms related to communication (ADOS, P=0.03) and significant improvements in both socialization and communication domains (VABS, P=0.00). From a symptomatic point of view (ADOS), we clinically observe better conversation skills and more social initiatives. About socialization and communication behaviors, parents reported (VABS): better listening, better verbal expression, more social relationships and a start of friendship for most of the children. ConclusionThis three-year longitudinal follow-up is the first known study about the evolution of children with autistic disorders after a great number of sessions of social skills training. It shows that it is possible to adapt social skills training to young children. In addition, our program and our results (VABS) show clear examples of generalization which is targeted as a weakness in the specialized studies. However, the absence of a control group and of a base line strongly limit our results in terms of effectiveness.

Using Eye Movements to Assess Language Comprehension in Toddlers Born Preterm and Full Term

To assess language skills in children born preterm and full term by the use of a standardized language test and eye-tracking methods. Children born ≤32 weeks' gestation (n = 44) were matched on sex and socioeconomic status to children born full term (n = 44) and studied longitudinally. The Bayley Scales of Infant and Toddler Development, Third Edition (BSID-III) were administered at 18 months (corrected for prematurity as applicable). The Looking-While-Listening Task (LWL) simultaneously presents 2 pictures and an auditory stimulus that directs the child's attention to one image. The pattern of eye movements reflects visual processing and the efficiency of language comprehension. Children born preterm were evaluated on LWL 3 times between 18 and 24 months. Children born full term were evaluated at ages corresponding to chronological and corrected ages of their preterm match. Results were compared between groups for the BSID-III and 2 LWL measures: accuracy (proportion of time looking at target) and reaction time (latency to shift gaze from distracter to target). Children born preterm had lower BSID-III scores than children born full term. Children born preterm had poorer performance than children born full term on LWL measures for chronological age but similar performance for corrected age. Accuracy and reaction time at 18 months' corrected age displaced preterm-full term group membership as significant predictors of BSID-III scores. Performance and rate of change on language comprehension measures were similar in children born preterm and full term compared at corrected age. Individual variation in language comprehension efficiency was a robust predictor of scores on a standardized language assessment in both groups.

Ohjeita, tietoa ja turvaa kielen keinoin. Ulkomailta palkatut sairaanhoitajat ammatillista suomen kielen taitoaan osoittamassa

Advice, information and safety by means of language: internationally recruited nurses demonstrating their professional Finnish language skills he focus of this paper is on the professional language used by four internationally educated nurses working in Finnish in Finland. The data comes from a tailor-made professional language test module including integrated material-based tasks. The module was designed by the project Health care Finnish: developing and assessing Finnish proficiency among health care professionals (2014−2015) to complement the skill profiles based on the test results of the National Certifi- cates of Language Proficiency (NCLP) intermediate level test. None of the participants had yet reached the level B2 in Finnish, and one of them had reached level B1 in speaking comprehension only. Level B1 (level 3 in NCLP) is currently the level required for authorization in the Finnish health sector for non-EU/EEA health care professionals. However, there are official suggestions that, in the future, the requirements be raised to level B2 (level 4 in NCLP) and also cover EU/EEA educated professionals (Ministry of Education 2014). Assessment of professional language skills has also been suggested, but no decisions have been made on this yet. The aim of the qualitative analysis of the test performance data was to find out how the participants utilize different syntactic, lexical and pragmatic resources to express communicative functions such as giving instructions and documenting information, which are typical for health communication. Also under scrutiny was their ability to shift between professional and colloquial language use.

An oracy assessment toolkit: Linking research and development in the assessment of students' spoken language skills at age 11-12

This article describes the development of a set of research-informed resources for assessing the spoken language skills (oracy) of students aged 11-12. The Cambridge Oracy Assessment Toolkit includes assessment tasks and procedures for use by teachers, together with a unique Skills Framework for identifying the range of skills involved in using talk in any specific social situation. As we explain, no comparable, 'teacher-friendly' instrument of this kind exists. Underpinning its development is the argument that teaching children how to use their first or main language effectively across a range of social contexts should be given higher priorityv in educational policy and school practice, and that the development of robust, practicable ways of assessing oracy will help to achieve that goal. We explain how the Toolkit has been developed and validated with children and teachers in English secondary schools, and discuss its strengths and limitations.

Prenatal exposure to low-level methylmercury alters the child's fine motor skills at the age of 18 months

ObjectivesTo compare motor, cognitive and language characteristics in children aged 18 months who were prenatally exposed to low-level methyl-mercury (MeHg), and to analyze the eventual differences in these characteristics in relation to cord blood THg concentration. Patients and methodsThe total number of 205 child-mother pairs was included in the study, and total cord blood mercury was measured in 198 of them. Out of the 198 already measured samples, 47 of them have also been tested for methyl-mercury in cord blood. Data regarding the 47 samples of MeHg levels has been used for calculating the correlation between cord blood THg and cord blood MeHg. MeHg and THg showed a significant correlation (r=0.95, p<0.05). One month after the delivery, mothers were asked to complete the questionnaire regarding socioeconomic factors, breastfeeding of their infants, and dietary habits during pregnancy. Neurodevelopmental assessment of motor, cognitive and language skills were conducted on 168 children using The Bayley Scales of Infant and Toddler Development, Third Edition (BSID-III). Regarding the cord blood THg concentration, 135 children were divided in 4 quartile groups. Their neurodevelopmental characteristics have been compared. ResultsThe cord blood THg concentration median and inter-quartile range was 2.98ng/g (1.41–5.61ng/g). There was a negative correlation between cord blood THg concentration and fine motor skills (rho=−0.22, p=0.01). It is evident that children grouped in 2nd ,3rd and 4th quartile had statistically significant lower fine motor skills assessment related to those grouped in 1st quartile (2nd quartile −1.24, p=0.03; 3rd quartile −1.28, p=0.03; 4th quartile −1.45, p=0.01). The differences in fine motor skills assessments between children in 2nd and 3rd and 3rd and 4th quartile were not statistically significant. ConclusionIntrauterine exposure to low-level THg (MeHg) is associated with alterations in fine motor skills at the age of 18 months.

Setting Evidence‐Based Language Goals

AbstractThe purpose of this project was to identify target language benchmarks for the German program at Michigan State University (MSU) based on national and international guidelines and previous research, to assess language skills across course levels and class sections in the entire German program, and to adjust the language benchmarks as needed based on the study results and make recommendations for the curriculum. The goal of the study was to identify cost‐ and time‐effective valid and reliable assessment tools for program‐wide language assessment. During the 2012 spring semester, all students enrolled in a German class at MSU (N = 320) participated in this study. At the beginning of the semester, students completed two different language tests both advertised as being aligned with the Common European Framework of Reference (CEFR). The research was guided by the following two research questions: (1) What are the mean and median language levels of students enrolled in German classes at MSU as determined by (a) a language learning software test, and (b) a language test adapted from Goethe‐Institut practice exams? and (2) Is there a correlation between the two tests and/or subsections of the tests? Benchmark levels were initially set as Novice High after the first year of language study, Intermediate Low after the second year, Intermediate High after the third year, and Advanced Low after the fourth year. Students mostly met the benchmark levels, though not equally at each program level and not equally across skills, with the higher scores in productive skills rather than receptive skills. While there was a correlation between the tests and course levels and also between many of the test portions, the tests did not yield the same CEFR ratings, which suggests that at least one of the instruments was not as valid and reliable as hoped. After reviewing the results, the benchmarks were revised to Intermediate Low after the first year, Intermediate Mid after the second year, Intermediate High after the third year, and Advanced Low after the fourth year with the recommendation to put more emphasis on receptive skills in the curriculum.

Effects of maternal and child lipid-based nutrient supplements on infant development: a randomized trial in Malawi

AbstractBackground: Maternal and infant undernutrition is associated with poor infant development; however, few studies have examined the impact of combined pre- and postnatal dietary supplementation on infant development.Objective: Our objective was to determine whether provision of small-quantity lipid-based nutrient supplements (SQ-LNSs) to mothers during pregnancy and the first 6 mo postpartum, and to children aged 6–18 mo, improves infant development in Malawi.Design: We randomly assigned 869 pregnant women to receive one of the following daily: an iron and folic acid (IFA) capsule, a multiple micronutrient (MMN) capsule containing 18 micronutrients, or a 20-g sachet of SQ-LNSs containing 22 vitamins and minerals, protein, carbohydrates, essential fatty acids, and 118 kcal. Children in the lipid-based nutrient supplement (LNS) group only received SQ-LNSs from 6 to 18 mo of age. We monitored the acquisition of 11 developmental milestones monthly by maternal report; observed the attainment of 7 motor milestones at 6, 12, and 18 mo of age; and conducted a comprehensive assessment of motor, language, and socioemotional development and executive function at 18 mo of age. The primary analysis was by intention-to-treat.Results: By maternal report, children in the LNS group achieved walking alone (B = 0.53; 95% CI: 0.11, 0.94; P = 0.034) and waving goodbye (B = 0.60; 95% CI: 0.12, 1.08; P = 0.040) earlier than the IFA group and standing with assistance earlier than the MMN group (B = 0.51; 95% CI: 0.12, 0.89; P = 0.029). By researcher observation, there was a trend (P = 0.052) for a greater percentage of children in the LNS group (58%) to walk alone at age 12 mo than in the IFA (49%) and MMN (49%) groups. At age 18 mo, there were no significant differences between groups in any scores.Conclusion: Although provision of SQ-LNSs to pregnant women and infants in Malawi may affect the age of acquisition of certain developmental milestones, it did not affect our assessments of motor, language, socioemotional, or executive function skills at 18 mo of age. This trial was registered at clinicaltrials.gov as NCT01239693.

Reliability of Language Skills Assessment Results

The meaning of reliability is discussed in contrast to the meaning of validity. While validity of language assessment results refers to the degree of correctness of representation of the language skill being assessed, reliability of language skill assessment results refers to the degree of preciseness of the representation of the language skill being assessed. The farther the language skills assessment result deviates from the actual level of the skill being assessed, the bigger the error is, and the lower the reliability of the language skills assessment is. Estimating reliability means collecting evidence of consistency

Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills

Children’s self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children’s reading and math abilities. Although several recent studies have examined links between preschool children’s self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age population, many of these children are at significant risk of academic difficulties. We examined the relations between inhibitory control and academic skills in a sample containing a large number of Spanish-speaking preschoolers. Overall, the children demonstrated substantial academic risk based on preschool-entry vocabulary scores in the below-average range. Children completed assessments of language, literacy, and math skills in English and Spanish, when appropriate, at the start and end of their preschool year, along with a measure of inhibitory control, the Head-Toes-Knees-Shoulders task, which was administered at the start of the preschool year in the child’s dominant conversational language. Scores on this last measure were lower for children for whom it was administered in Spanish. For both English and Spanish outcomes, those scores were significantly and uniquely associated with higher scores on measures of phonological awareness and math skills but not vocabulary or print knowledge skills.

Developing rubrics to assess the reading-into-writing skills: A case study

Abstract The integrated assessment of language skills, particularly reading-into-writing, is experiencing a renaissance. The use of rating rubrics, with verbal descriptors that describe quality of L2 writing performance, in large scale assessment is well-established. However, less attention has been directed towards the development of reading-into-writing rubrics. The task of identifying and evaluating the contribution of reading ability to the writing process and product so that it can be reflected in a set of rating criteria is not straightforward. This paper reports on a recent project to define the construct of reading-into-writing ability for designing a suite of integrated tasks at four proficiency levels, ranging from CEFR A2 to C1. The authors discuss how the processes of theoretical construct definition, together with empirical analyses of test taker performance, were used to underpin the development of rating rubrics for the reading-into-writing tests. Methodologies utilised in the project included questionnaire, expert panel judgement, group interview, automated textual analysis and analysis of rater reliability. Based on the results of three pilot studies, the effectiveness of the rating rubrics is discussed. The findings can inform decisions about how best to account for both the reading and writing dimensions of test taker performance in the rubrics descriptors.

Marking of verb tense in the English of preschool English-Mandarin bilingual children: evidence from language development profiles within subgroups on the Singapore English Action Picture Test.

The phonological and morphosyntactic structures of English and Mandarin contrast maximally and an increasing number of bilinguals speak these two languages. Speech and language therapists need to understand bilingual development for children speaking these languages in order reliably to assess and provide intervention for this population. To examine the marking of verb tense in the English of two groups of bilingual pre-schoolers learning these languages in a multilingual setting where the main educational language is English. The main research question addressed was: are there differences in the rate and pattern of acquisition of verb-tense marking for English-language 1 children compared with Mandarin-language 1 children? Spoken language samples in English from 481 English-Mandarin bilingual children were elicited using a 10-item action picture test and analysed for each child's use of verb tense markers: present progressive '-ing', regular past tense '-ed', third-person singular '-s', and irregular past tense and irregular past-participle forms. For 4-6 year olds the use of inflectional markers by the different language dominance groups was compared statistically using non-parametric tests. This study provides further evidence that bilingual language development is not the same as monolingual language development. The results show that there are very different rates and patterns of verb-tense marking in English for English-language 1 and Mandarin-language 1 children. Furthermore, they show that bilingual language development in English in Singapore is not the same as monolingual language development in English, and that there are differences in development depending on language dominance. Valid and reliable assessment of bilingual children's language skills needs to consider the characteristics of all languages spoken, obtaining accurate information on language use over time and accurately establishing language dominance is essential in order to make a differential diagnosis between language difference and impairment.