Assessment Of Language Skills Research Articles

Situation actuelle de l'évaluation de l'anglais comme langue étrangère en Colombie

This article presents the current status of bibliographical production of the research in the field of assessment of English as a foreign language in Colombia. A collection and analysis of the main Colombian academic production related to the principles, definitions, and criteria of EFL assessment was conducted in order to identify the most relevant topics. Following an analysis of the data, four main areas were identified as the most relevant for research purposes: teachers’ assessment literacy, assessment of language skills, alternative assessment, and standardized testing. The four areas of agreement identified in this study are united by a common concern: the necessity for teachers to have access to robust and continuous professional development programs that encompass not only theoretical foundations and literacies about assessment, but also practical tools and instruments that can be utilized in any EFL context.

Teaching foundational language equity concepts in the pre-clinical curriculum

BackgroundDespite the prevalence of non-English languages in the US population, existing medical training to teach communication with linguistically diverse communities is limited to electives or solely focuses on medical interpreting. Language-appropriate communication skills are seldom comprehensively integrated in medical education. This study describes the development and evaluation of an intervention to teach foundational language equity concepts.MethodsThe authors implemented a pre-clinical language equity course at three medical school campuses between August 2020 and March 2022. Sessions focused on the impact of language in health, physician language proficiency standards, and working with medical interpreters. The study sought to (1) understand students’ language skills and prior clinical experiences with patients with non-English language preference and (2) evaluate the curriculum’s impact. Students self-reported their language skills and experiences as part of a voluntary pre-questionnaire. Pre and post-questionnaires evaluated knowledge, attitudes, and intent to apply language equity concepts. Descriptive statistics and chi-squared tests were used to examine trends; themes were identified from free-text responses.ResultsOverall, 301 students completed the course, 252 (83%) completed at least one questionnaire; for each session, between 35% and 46% of learners completed both pre and post-questionnaires. Three quarters (189/252) reported non-English languages. Over half (138/252) reported previous non-English language patient care, and 28% (62/224) had served as ad hoc (untrained) interpreters. Only two students (< 1%) had ever been assessed for medical language abilities. Students demonstrated improved post-course language equity knowledge, strategies for interpreter-mediated encounters, and likelihood to report a plan for language skills assessment (all p < .001). Most plans were multifaceted (61%, 38/62), involving goals like completing a language course, taking a proficiency exam, openly discussing skills and uncertainties with team members, and increasing professional interpreter utilization.ConclusionsA longitudinal language equity curriculum can be feasibly integrated in pre-clinical education, highlight the linguistic diversity of the student body, and serve as a first step in ensuring that all students have a strong language equity foundation prior to clinical rotations. Future steps include evaluating the intervention’s potential long-term effects on professional interpreter utilization, student clinical performance, and institutional culture that promotes multilingualism.

Shoebox Program to Improve The Speech Language Skills of Children with Attention Deficit Hyperactivity Disorder

Children with attention deficit and hyperactivity disorders can experience language and speech delays if not treated early. Based on initial observations in the field, it was found that a child with hyperactivity and attention deficit disorder or ADHD aged 3 years and 4 months was late in language development. At that age, children should be able to express desires, ask questions, answer simple questions, respond when called, and be interested in playing with their peers. From an early age, children need to receive intervention as soon as possible from their immediate environment, namely the family, so that children's obstacles can be minimized properly. For this reason, this research aims to develop a program that can improve the language skills of children with ADHD. This program is called Shoebox, which was developed based on the results of an assessment of children's language skills. The program will be implemented by the child's parents through a process of mentoring researchers first until the parents implement it independently. This research uses mixed research methods, namely qualitative research methods as the basis for program development, and quantitative research methods with SSR design to test the program's effectiveness. Data collection techniques are interviews, observation and documentation, and oral language behavior tests. The results of this research are a shoebox program which, based on effectiveness tests, shows that this program can improve speech-language skills in ADHD children.

The underlying neuropsychological and neural correlates of the impaired Chinese reading skills in children with attention deficit hyperactivity disorder.

Impaired basic academic skills (e.g., word recognition) are common in children with Attention Deficit Hyperactivity Disorder (ADHD). The underlying neuropsychological and neural correlates of impaired Chinese reading skills in children with ADHD have not been substantially explored. Three hundred and two children with ADHD (all medication-naïve) and 105 healthy controls underwent the Chinese language skill assessment, and 175 also underwent fMRI scans (84 ADHD and 91 controls). Between-group and mediation analyses were applied to explore the interrelationships of the diagnosis of ADHD, cognitive dysfunction, and impaired reading skills. Five ADHD-related brain functional networks, including the default mode network (DMN) and the dorsal attention network (DAN), were built using predefined regions of interest. Voxel-based group-wise comparisons were performed. The ADHD group performed worse than the control group in word-level reading ability tests, with lower scores in Chinese character recognition (CR) and word chains (WS) (all P < 0.05). With full-scale IQ and sustained attention in the mediation model, the direct effect of ADHD status on the CR score became insignificant (P = 0.066). The underlying neural correlates for the orthographic knowledge (OT) and CR differed between the ADHD and the control group. The ADHD group tended to recruit more DMN regions to maintain their reading performance, while the control group seemed to utilize more DAN regions. Children with ADHD generally presented impaired word-level reading skills, which might be caused by impaired sustained attention and lower IQ. According to the brain functional results, we infer that ADHD children might utilize a different strategy to maintain their orthographic knowledge and character recognition performance.

The Effects of Applied Behavior Analysis on Verbal Behavior With Autistic Individuals Using the Verbal Behavior Milestones Assessment and Placement Program (VBMAPP) and the Assessment of Basic Language and Learning Skills (ABLLS).

Introduction Applied behavior analysis (ABA) is a fundamental practice-based intervention for treating autism spectrum disorder (ASD). Few studies have directly measured and evaluated the effects of ABA on verbal behaviors, mainly using the Verbal Behavior Milestones Assessment and Placement Program (VBMAPP) and the Assessment of Basic Language and Learning Skills (ABLLS) as outcome measures. This study aims to fill this gap by examining the relationship between ABA interventions and the enhancement of verbal skills, as measured by the VBMAPP and the ABLLS, in a convenience sample of individuals with ASD. Materials and methods At The Oxford Centers (TOCs) in Brighton and Troy, Michigan, USA, 33 individuals with autism received treatment from January 2018 to July 2021, spanning 43 months. A pretest-posttest design was employed to retrospectively examine any impacts between ABA interventions and alterations in verbal scores among individuals with ASD. Depending on developmental age, all subjects underwent two verbal assessments with a six-month interval in-between. Twelve children were administered the VBMAPP, while 21 were given the ABLLS. Results Paired t-tests for pretest and posttest VBMAPP subscales resulted in statistically significant effects (p<0.05) for (VBMAPP - Mand), (VBMAPP - Tact), (VBMAPP - Listener Responding), (VBMAPP - Visual Perceptual Skills and Matching-to-Sample), (VBMAPP -Independent Play), (VBMAPP - Social Play), (VBMAPP - Motor Imitation), (VBMAPP - Spontaneous Vocalization), (VBMAPP - Intraverbal), (VBMAPP - Group Behavior), and (VBMAPP - Linguistic Structure). As measured by Cohen's d, effect sizes were moderate to mostly high (-0.623to -1.688). There were non-significant results (p>0.05) for (VBMAPP - Listener Responding by Feature, Function, and Class) and (VBMAPP - Echoic). Paired t-tests for pretest and posttest ABLLS subscales resulted in statistically significant effects (p<.05) for all ABLLS scales: (ABLLS - Receptive Language), (ABLLS - Requests), (ABLLS - Labeling), (ABLLS - Intraverbals), (ABLLS - Spontaneous Vocalizations), (ABLLS - Syntax Grammar), (ABLLS - Social Interactions), and (ABLLS - Generalized Responding).As measured by Cohen's d, effect sizes were moderate to mostly high (-0.656 to -1.372). Conclusions The administration of ABA treatments had a noteworthy influence, with statistically significant impacts on improving verbal behaviors on 11 of the 13 VBMAPP scales and all of the ABLLS scales. As measured by Cohen's d, effect sizes were moderate to high for both scales. These findings underscore the importance and effectiveness of ABA interventions in enhancing verbal skills in children with ASD. However, it's crucial to note that further confirmatory studies are required to verify the reliability of these original findings, emphasizing the ongoing need for research in this field.

ENHANCING VALIDITY AND RELIABILITY IN SPEAKING TESTS

This article highlights the importance of validity and reliability in creating speaking tests, particularly for the Russian National Exam Practice Exam Papers. These tests provide a comprehensive assessment of language skills, encouraging meaningful language use. However, improvements include clearer instructions, authentic materials, and revised test procedures for easier administration.

Use of human–computer interactive games for the dynamic assessment of language skills of children with autism spectrum disorder

AbstractThis study explored the influence of the dynamic assessment of human–computer interactive games on children's language potential. Thirty‐seven special children aged 3–7 years were selected to participate in the study. They were divided into three groups according to their scores on the Autism Behaviour Checklist: (1) a non‐autism group, (2) a suspected autism group and (3) an autism group. In two stages of static and dynamic assessment, all three groups of children completed language tests under the conditions of no mediated prompt and mediated prompts, and the data generated in the game interactions were processed and analysed. The findings suggest the following: (1) static assessment may ignore children's language potential, while dynamic assessment can measure and differentiate children's potential language development ability; (2) children with ASD need more mediation prompts and are more likely to complete tasks with explicit mediation prompts; (3) children with ASD have weaker language potential, and children with suspected ASD or non‐ASD children have homogeneous language potential; and (4) assessors should pay timely attention to and maintain children's learning status and psychological changes. This study demonstrates the importance of human–computer interactive games as a dynamic assessment tool to tap into children's language potential and to determine their proximal developmental zone, which has important implications for teachers in understanding groups with different language abilities. Practitioner notesWhat is already known about the topic? The traditional language assessment paradigm (static assessment) can only evaluate the learners' current language development ability, while the short‐term development potential may not be observed. Different prompts in the mediation strategy can be used as a quantitative assessment paradigm in dynamic assessment. Much of the dynamic assessment in children with ASD focuses on language vocabulary learning outcomes and lacks measurement or quantification of language potential. What this paper adds? Presents a method for the dynamic assessment of a human–computer interactive language game suitable for children aged 3–7 years with ASD. Quantifies the potential level of language skills in children with varying degrees of ASD. Objectively and dynamically compares differences in language development potential between different groups. In dynamic assessment, children's learning status and psychological changes should be paid attention to and maintained in time. Implications for practice, research or policy This paper provides a concrete example of how human–computer interactive games can be used to dynamically assess the language potential of children with ASD. These findings highlight the importance of progressive scaffolds (mediated prompts) in children's language learning, which can help children identify and solve problems in a timely manner. For educational developers, language intervention materials should be prepared in a way that encompasses the different levels of language skills of children with different disabilities, that is, within the individual's zone of proximal development.

Cause for Concern? The Relationship Between Language Skills in Toddlers and Later Reading Skills in School

AbstractThe purpose of this longitudinal study is to investigate the association between poor language skills in toddlers and later reading skills. In contrast to earlier research, the present study used an authentic assessment of language skills conducted by staff in early childhood education and care as a tool for early identification. The participants were 515 Norwegian monolingual toddlers who were assessed when they were 33 months, 7 years, and 10 years. The results showed a small correlation between language skills identified at 33 months and later reading skills. The toddlers with the 10% poorest language skills were overrepresented in the 10% with the poorest decoding skills in 2nd grade and reading comprehension in 5th grade. Furthermore, 67.3% of toddlers with poor language skills attained below-average reading scores in 5th grade. These findings support the importance of paying attention to children in the lowest 10%, even at the age of 33 months. Furthermore, the results show that authentic assessments in the early years conducted by staff in early childhood education and care can make an important contribution to identifying toddlers in need of extra language stimulation in early childhood education.

Shoebox Program To Improve The Speech Language Skills Of Children With Ttention Deficit Hyperactivity Disorder

Children with attention deficit and hyperactivity disorders can experience language and speech delays if not treated early. Based on initial observations in the field, it was found that a child with hyperactivity and attention deficit disorder or ADHD aged 3 years and 4 months was late in language development. At that age, children should be able to express desires, ask questions, answer simple questions, respond when called, and be interested in playing with their peers. From an early age, children need to receive intervention as soon as possible from their immediate environment, namely the family, so that children's obstacles can be minimized properly. For this reason, this research aims to develop a program that can improve the language skills of children with ADHD. This program is called Shoebox, which was developed based on the results of an assessment of children's language skills. The program will be implemented by the child's parents through a process of mentoring researchers first until the parents implement it independently. This research uses mixed research methods, namely qualitative research methods as the basis for program development, and quantitative research methods with SSR design to test the program's effectiveness. Data collection techniques are interviews, observation and documentation, and oral language behavior tests. The results of this research are a shoebox program which, based on effectiveness tests, shows that this program can improve speech-language skills in ADHD children

THE TRANSFORMATIVE POWER OF ARTIFICIAL INTELLIGENCE (AI) TO ELEVATE ENGLISH LANGUAGE LEARNING

The article delves into the transformation impact of Artificial Intelligence (AI) on enhancing students’ proficiency in learning English language. Recognizing the global importance of English proficiency, educators are increasingly turning to AI as a powerful tool to revolutionize language education. The integration of AI brings forth personalized learning paths, intelligent tutoring systems, gamification strategies, language learning apps, and automated assessments. These advancements cater to individual learning needs, provide real time feedback, foster engagement through gamified experiences, and offer accurate assessments of language skills. The synergistic relationship between AI and language education represents a paradigm shift in the ways students acquire and master the English language, positioning them for success in an increasingly interconnected world.

Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta-analysis.

Young people who fail to develop language as expected face significant challenges in all aspects of life. Unfortunately, language disorders are common, either as a distinct condition (e.g., Developmental Language Disorder) or as a part of another neurodevelopmental condition (e.g., autism). Finding ways to attenuate language problems through intervention has the potential to yield great benefits not only for the individual but also for society as a whole. This meta-analytic review examined the effect of oral language interventions for children with neurodevelopmental disorders. The last electronic search was conducted in April 2022. Intervention studies had to target language skills for children from 2 to 18 years of age with Developmental Language Disorder, autism, intellectual disability, Down syndrome, Fragile X syndrome, and Williams syndrome in randomised controlled trials or quasi-experimental designs. Control groups had to include business-as-usual, waiting list, passive or active conditions. However, we excluded studies in which the active control group received a different type, delivery, or dosage of another language intervention. Eligible interventions implemented explicit and structured activities (i.e., explicit instruction of vocabulary, narrative structure or grammatical rules) and/or implicit and broad activities (i.e., shared book reading, general language stimulation). The intervention studies had to assess language skills in receptive and/or expressive modalities. The search provided 8195 records after deduplication. Records were screened by title and abstract, leading to full-text examinations of 448 records. We performed Correlated and Hierarchical Effects models and ran a retrospective power analysis via simulation. Publication bias was assessed via p-curve and precision-effect estimate. We examined 38 studies, with 46 group comparisons and 108 effects comparing pre-/post-tests and eight studies, with 12 group comparisons and 21 effects at follow-up. The results showed a mean effect size of d = 0.27 at the post-test and d = 0.18 at follow-up. However, there was evidence of publication bias and overestimation of the mean effects. Effects from the meta-analysis were significantly related to these elements: (1) receptive vocabulary and omnibus receptive measures showed smaller effect sizes relative to expressive vocabulary, grammar, expressive and receptive discourse, and omnibus expressive tests; and (2) the length of the intervention, where longer sessions conducted over a longer period of time were more beneficial than brief sessions and short-term interventions. Neither moderators concerning participants' characteristics (children's diagnosis, diagnostic status, age, sex, and non-verbal cognitive ability and severity of language impairment), nor those regarding of the treatment components and implementation of the language interventions (intervention content, setting, delivery agent, session structure of the intervention or total number of sessions) reached significance. The same occurred to indicators of study quality. The risk of bias assessment showed that reporting quality for the studies examined in the review was poor. In sum, the current evidence base is promising but inconclusive. Pre-registration and replication of more robust and adequately powered trials, which include a wider range of diagnostic conditions, together with more long-term follow-up comparisons, are needed to drive evidence-based practice and policy.

Essentialism and intersectionality in the selection and recruitment of staff: the devaluation of migrant women’s skills in France and Italy

ABSTRACT While skilled migration has become one of the most acceptable ways of entering Western European countries, the skills of migrant women with tertiary education continue to be undervalued in labour markets. To understand why these women are confined to the bottom of the employment structure, we argue that it is necessary to analyse how essentialism, based on the intersection of gender and racialization, influenced by colonial imaginaries and global inequalities, shapes recruiters’ representations. The article is based on multi-sited fieldwork which consisted of 52 in-depth interviews conducted in France and Italy with migrant women, recruiters, and social workers. Our analysis emphasizes that intersectional essentialism influence recruiters’ assessments of education, work experience, soft skills, and language skills while it reinforces the eroticization of migrant women’s bodies, ultimately leading to the devaluation of migrant women’s capacities.

Towards efficient, ecological assessment of interaction: A scoping review of co-constructed communication.

The complexity of communication presents challenges for clinical assessment, outcome measurement and intervention for people with acquired brain injury. For the purposes of assessment or treatment, this complexity is usually managed by isolating specific linguistic functions or speech acts from the interactional context. Separating linguistic functions from their interactional context can lead to discourse being viewed as a static entity comprised of discrete features, rather than as a dynamic process of co-constructing meaning. The ecological validity of discourse assessments which rely on the deconstruction of linguistic functions is unclear. Previous studies have reported assessment tasks that preserve some of the dialogic features of communication, but as yet, these tasks have not been identified as a distinct genre of assessment. We suggest the term 'co-constructed communication' to describe tasks which are specifically designed to capture the dynamic, jointly produced nature of communication within a replicable assessment task. To identify and summarize how co-constructed communication has been assessed with individuals with non-progressive acquired communication disability regarding task design, measures and psychometric robustness. A scoping review methodology was used to identity relevant studies. Systematic database searches were conducted on studies published before July 2021. Studies in the yield were assessed against eligibility criteria, with 37 studies identified as eligible for inclusion. This is the first time that co-constructed communication has been defined as a genre of discourse assessment for stroke and traumatic brain injury populations. Co-constructed communication has been assessed for 144 individuals with aphasia and 111 with cognitive-communication disability. Five categories of co-constructed communication tasks were identified, ranging in complexity. Variability exists in how these assessment tasks are labelled and measured. Assessment measures require further psychometric profiling, specifically regarding test-retest reliability and validity. Co-constructed communication is a discourse genre which offers researchers and clinicians a replicable method to assess language and communication in an experimentally rigorous way, within an ecologically valid context, bridging the gap between experimental and ecological assessment approaches. What is already known on this subject Standardized assessments of language skills and monologue offer reliable, replicable ways to measure language. However, isolating language from an interactional context fundamentally changes the behaviour under study. This raises questions about the ecological validity of the measures we routinely use to determine diagnoses, guide treatment planning and measure the success of treatment. What this study adds to the existing knowledge This review highlights studies that conceptualize, and often quantify, interaction by combining experimental rigour and aspects of everyday dialogue. This is the first time this genre of discourse assessment has been identified. We propose the term 'co-constructed communication' to describe this genre and provide an operational definition for the term. What are the practical and clinical implications of this study? Co-constructed communication assessment tasks require refinement, particularly regarding aspects of psychometric robustness. In the future, these tasks offer pragmatic, meaningful ways to capture the effect and impact of aphasia and cognitive-communication disability within interaction.

Evaluation of language, attention, and memory skills in children with auditory brainstem implants.

This study aimed to evaluate attention, memory, and language skills in children with auditory brainstem implants and cochlear implants. This study included 20 children with auditory brainstem implants (ABI) and 20 cochlear implanted (CI) children between the ages of 6years and 8years 11months and their families. "Test of Language Development: Primary (TOLD-P:4)" was used to assess language skills, "STROOP Test, Visual-Aural Digit Span (VADS) test, and Cancellation Test" were used to evaluate attention and memory skills. In addition, the functional outcomes of hearing skills in daily life were scored by "Auditory Behavior in Everyday Life (ABEL) scale". The significance level was determined as 0.05. Children with ABI showed lower language skills than children with CI in terms of TOLD-P:4 language test scores, STROOP sub-test completion times, and the VADS and Cancellation test scores (p < 0.05). In addition, statistically significant correlations were found between language, attention, memory skills, and auditory behavior scale. This study is one of the limited numbers of studies investigating cognitive processes in children with ABI. Since attention and memory are correlated with language skills, it is recommended that the development of cognition should be considered in follow-up and intervention approaches of children with ABI and/or CI.

Assessing Foreign-Language Students’ Speaking Performance through a Digital Platform: Challenges and Findings

Online assessment of foreign-language learners, particularly of their oral skills, is a challenge for both students and teachers. Assessing language skills face to face, during a conversation between the examiner and the candidate, facilitates natural communication and is likely to provide a more accurate assessment of the student’s language proficiency level. A change in the scenario and the use of digital tools can intimidate students and take away the naturalness and warmth of the interview. The purpose of this paper is to examine the suitability of Blackboard Collaborate as a learning management system for assessing English speaking skill and other factors that influence students’ online performance. A total of 180 students from 7 different undergraduate programs in the fields of technology, environmental sciences and health sciences were assessed according to the structure of a standardized test. Using a mixed-methods approach, their results were contrasted with responses to a final survey to examine the positive or negative impact of online testing on students’ attitudes, performance and achievement. The Blackboard digital platform proves to be a suitable and convenient online framework for optimal speaking performance, and the examiner’s attitude is also a determining factor in students’ success.

KEMAMPUAN BERBAHASA ANAK DENGAN SINDROM ASPERGER

This study analyses the case of a child 6 years old with Asperger Syndrome with a particularly high specific cognitive, linguistic, and metalinguistic profile. The method of the study is using qualitative methods. The instrument used to measure the child’s ability is the Wechsler Intelligence Scale for Children (WISC). The test places a high value on answer justification, allowing the interviewer to capture different levels of metalinguistic awareness. Unlike those assessing sonority and sonography, the child provided poor language-linguistic responses on the sonority subtests. These different results are explained in terms of this child's specific difficulties with "open" language systems, such as semantics, despite his excellent "closed" language abilities. The discussion emphasizes the importance of assessing language skills at the aggregate level of gifted children with Asperger syndrome.

Development and Prospects of National Intelligent System for Testing General Language Competencies Deployed Through Neural Network Solutions

The article presents the results of approbation of the intellectual system for testing general language competences (ISTOK) developed by testologists, linguists, specialists in methodology of teaching foreign languages and in artificial intelligence. This system includes a range of tests assessing language ability at levels from A2 to C1 of the Common European Framework of Reference (CEFR), as well as an adaptive placement test. All test materials are calibrated according to the CEFR. ISTOK is an adaptive testing system deployed through neural network solutions and providing assessment of receptive and productive language skills (reading, listening, speaking and writing) by using artificial intelligence and/or neurolinguistic models. The process of ISTOK development implied, apart from writing test items, putting together databases of writing and speaking assignments marked by professional assessors and assessment criteria for productive skills, as well as algorithms to identify various types of mistakes with the help of artificial intelligence. The results of various testing cohorts with the total number of test takers exceeding 5,000 demonstrated high reliability and objectified test validity. The new approach to language skills testing can be used for various purposes in higher education institutions, as well and to identify and/or confirm language proficiency of personnel in different organisations and businesses, while the principles of training and practical use of neurolinguistic models will find wide application in various fields of applied research.

Vocabulary Diversity in Personal Narratives Produced in Response to the Global TALES Protocol in Dutch-Speaking Students with and without Dyslexia

Introduction: This study examines whether there are differences in expressive vocabulary between participants with and without dyslexia in personal narratives in response to the Global TALES protocol. Methods: 22 monolingual Dutch-speaking participants aged 11–16 with dyslexia and 22 age and gender-matched peers without dyslexia were assessed on measures of decoding, reading comprehension, and spelling of words, pseudowords, verbs, and sentences. The participants also produced personal narratives in response to the six prompts contained in the Global TALES protocol. We analyzed the personal narratives for expressive vocabulary and counted the total number of different words (TNDW). Results: The study revealed a significant relationship between TNDW and reading comprehension (r = 0.45, p = 0.002, BF₁₀ = 17.70), spelling words (r = 0.42, p = 0.005, BF₁₀ = 8.93), and spelling and writing conventions in sentences (r = 0.37, p = 0.016, BF₁₀ = 3.11). The Global TALES protocol was successful in eliciting personal narratives in the Dutch-speaking participants with and without dyslexia. Participants with dyslexia used fewer different words (M = 192.27, SD = 64.37; 95% CI: [151.84–232.71]) compared to peers without dyslexia (M = 265.50, SD = 116.28; 95% CI: [225.06–305.93]; F(1, 42) = 6.68; p = 0.013; η² = 0.14). When we compared the probability of models, Bayesian factors revealed moderate evidence for group differences in TNDW (BF = 3.94). Conclusion: Our findings indicate that older school-age participants with dyslexia may lag behind their peers in expressive vocabulary in a personal narrative discourse task that is relevant to everyday functioning. The results of this study highlight the relationship between expressive vocabulary and reading comprehension and the importance of the assessment of spoken language skills in children with dyslexia. Reading problems might lead to less advanced spoken language, which in turn may negatively affect the expressive vocabulary growth in individuals with dyslexia.

Adaptation and validation of the European Portuguese Communication and Symbolic Behaviour Scales Developmental Profile™ (CSBS DP™) Infant-Toddler Checklist.

As delays or disorders in early language and communication are the most prevalent symptom in children with disabilities, early screening is crucial to promote prevention, early diagnosis, and intervention. However, to the best of our knowledge, no screening tool is available for the joint assessment of early language and social communication skills in European Portuguese (EP)-learning children, which is critical for screening, monitoring and enrolment in appropriate early intervention services. (1) To adapt and validate the EP version of the Communication and Symbolic Behaviour Scales Developmental Profile™ (CSBS DP™) Infant-Toddler Checklist, a parental report for the screening of early language and social communication skills. (2) To conduct a cross-cultural comparison between the EP adaptation and the original US version. A total of 611 EP-learning children (ages 6-24 months) were assessed on the CSBS DP Infant-Toddler Checklist. Normative data, psychometric characteristics (i.e., internal consistency and test-retest reliability), and cross-cultural comparison between the EP and the original version were explored. Internal consistency ranged from good to excellent and the test-retest reliability was excellent. The performance of the EP and US samples matched on almost all scores. However, EP children performed significantly better than their American peers in the Social compositive at 22 months and in the Symbolic composite at 20 months. No further differences were found. These findings showed that the EP CSBS DP Infant-Toddler Checklist seems to be a reliable screening tool of communicative and symbolic behaviours for EP-learning children, which can be particularly relevant for decision-making in clinical practice. What is already known on the subject Early communication skills are known to be related to later language outcomes. Thus, screening tools for the early identification of children at risk for language and communication impairments, which may lead to monitoring and early intervention, have the potential to promote better outcomes. However, to the best of our knowledge, no screening tool is available for the assessment of early communication abilities in EP-learning children. What this paper adds to existing knowledge This study adapted and validated the EP CSBS DP Infant-Toddler Checklist, the first published parental report checklist for the assessment of early communication skills in EP. It described the psychometric characteristics of the adapted checklist, summarized the newly available normative data for EP-learning infants and toddlers, and compared the performance of EP-learning children with the original standardization sample reported for American English. The results demonstrated that this tool is a reliable instrument for the early screening of language, communicative and symbolic behaviours for EP-learning children between 6 and 24 months of age. What are the potential or actual clinical implications of this work? Given that early screening is crucial to promote prevention, early diagnosis and intervention, the availability of this tool is particularly relevant for children monitoring and their enrolment in appropriate early intervention services, helping decision-making in clinical practice, in line with current guidelines regarding early monitoring and intervention to promote and support better outcomes. Thus, the tool and related normative data will be useful for paediatricians, family doctors, primary healthcare providers, developmental psychologists and speech-language therapists, among other professionals in the healthcare and educational fields, concerned with speech, language, and communication development and impairments.

A Duolingo-based English Language Skills Assessment: Through the Eyes of Vocational Students

The utilization of mobile-assisted language learning (MALL) enhances learning activities. As online learning modalities proliferate, Duolingo is becoming increasingly well-known but understudied as an English-learning assessment tool. This study explores the utilization of Duolingo as an English-learning assessment tool, specifically in the context of English for Specific Purposes (ESP) in Indonesia. Three Electromedical Engineering students were selected as participants, and semi-structured interviews were conducted to gather data. Thematic Analysis was employed to analyze the collected data. The findings revealed several positive impressions students had when using Duolingo as an English language skills assessment (ELSA) tool, including its engaging nature, facilitation of autonomous language skills assessment, provision of positive motivation, and improvement in vocabulary mastery. However, participants also mentioned drawbacks, such as Duolingo's inability to provide specialized Electromedical Engineering vocabulary, the use of fake images that hindered comprehension of meaning in real-life contexts, and the lack of interactivity in language skills assessment. The study recommends ESP practitioners to consider student-centered learning tools for assessing English proficiency, focusing on the test's purpose, objectives, practicality, reliability, validity, authenticity, and washback effects.