Reliability and Validity of Dynamic and Processing-based Assessments for Language in Diverse Bilingual School-age Children

不同双语学龄儿童的动态和基于处理的语言评估的可靠性和有效性

• 批准号: 10583873
• 负责人: Kerry Danahy Ebert
• 金额: $ 40万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-05-01 至 2028-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10583873
• 关键词: 4 year old; 6 year old; Address; Affect; Assessment tool; Attention; Child; Child Language; Clinical; Clinical Services; Complement; Educational process of instructing; English Language; Environment; Exposure to; Future; Growth; Home; Household; Interview; Knowledge; Language; Language Development; Language Development Disorders; Language Disorders; Learning; Linguistics; Measures; Methods; Minority; Modeling; Parents; Population; Process; Property; Psychometrics; Risk; Sampling; School-Age Population; Schools; Sensitivity and Specificity; Services; Shapes; Short-Term Memory; Structure; Target Populations; Testing; Time; Underserved Population; Validity and Reliability; Work; academic program; attentional control; bilingualism; clinical implementation; cohort; diagnostic accuracy; disorder risk; educational atmosphere; experience; high risk; improved; indexing; innovation; interest; language impairment; language outcome; learning ability; longitudinal design; nonEnglish language; novel; novel strategies; peer; processing speed; recruit; response; skills; teacher; tool

Project Summary/Abstract Children with developmental language disorder (DLD) demonstrate deficits in language compared to unaffected peers from similar language-learning environments. Conventional assessment methods for DLD capture a child’s current skill level in one language; in the U.S., such assessments are available only in English or Spanish. These methods fail sequential bilingual children, who speak a minority language at home and are subsequently exposed to English, because they confound language-learning ability with prior language- learning experience. Assessments that index language-learning ability are sorely needed, especially for sequential bilingual children whose home language is not Spanish. This project evaluates two novel approaches to language assessment for sequential bilingual children: dynamic assessment and processing-based assessment. Dynamic assessment methods offer language teaching during the assessment and evaluate the child’s response. Processing-based methods assess underlying skills that may drive language learning. This project rigorously examines the psychometric properties of dynamic and processing-based assessments within a diverse group of sequential bilingual children entering English-based schooling. We will recruit 165 children aged 4 years, 10 months to 6 years, 2 months who speak any non-English language at home. The first study timepoint will occur as children enter the school year and include an experimental assessment battery with dynamic assessments at the narrative and morpheme levels and both linguistic and non-linguistic processing- based assessments. The assessment battery will be repeated 1 month later. Aim 1 establishes psychometric properties of the experimental assessment battery, including internal consistency and test-retest reliability, factor structure, and concurrent validity. Aims 2 and 3 then use a longitudinal design to examine predictive validity. Children will be followed over two academic years, with re-assessment every 4 months (totaling 5 growth timepoints following the initial assessment and test-retest timepoint). At each growth timepoint, children will complete an English language sample and parents and teachers will be interviewed to assess the language environment and presence of concerns regarding the child’s language. We will construct models of English growth that account for child-external factors (e.g., language environment, SES) and then determine how well the experimental dynamic and processing-based assessment battery predicts this growth (Aim 2). We will then identify a group of children at high risk of DLD based on the combination of poor English growth and parent or teacher concern regarding language development. Aim 3 will examine the sensitivity and specificity of the initial assessment battery for predicting DLD. Project results will demonstrate whether multiple dynamic assessment and processing-based assessment tools can reliably and validly measure language-learning ability across variable language-learning environments. For millions of children who speak home languages other than English, this project represents a critical step in validating language assessment tools.

项目概要/摘要 与正常儿童相比，患有发展性语言障碍 (DLD) 的儿童表现出语言缺陷 来自类似语言学习环境的未受影响的同伴。 掌握孩子当前的一种语言技能水平；在美国，此类评估仅提供英语版本 这些方法对连续双语儿童不起作用，因为他们在家说少数民族语言，并且 随后接触英语，因为他们将语言学习能力与先前的语言混为一谈 迫切需要对语言学习能力进行评估，尤其是对于语言学习能力的评估。 家庭语言不是西班牙语的连续双语儿童该项目评估了两种新颖的方法。 序贯双语儿童的语言评估：基于动态评估和处理 动态评估方法提供语言教学过程中的评估和评价。 基于处理的方法评估可能推动语言学习的潜在技能。 项目严格检查动态和基于处理的评估的心理测量特性 一批不同的连续双语儿童进入英语学校接受教育 我们将招募 165 名儿童。 年龄 4 岁零 10 个月至 6 岁零 2 个月在家说任何非英语语言的人第一次学习。 时间点将在孩子们进入学年时发生，并包括一个实验评估组 叙事和语素水平以及语言和非语言处理的动态评估 基于评估的评估将在 1 个月后重复进行，目标 1 建立心理测量。 实验评估电池的性能，包括内部一致性和重测可靠性， 然后，目标 2 和 3 使用纵向设计来检验预测。 儿童将接受为期两个学年的跟踪，每 4 个月重新评估一次（总共 5 个月）。 初始评估和重测时间点之后的生长时间点）在每个生长时间点， 孩子们将完成英语语言样本，家长和老师将接受采访以评估 语言环境和对孩子语言的担忧我们将构建模型。 考虑儿童外部因素（例如语言环境、SES）的英语成长，然后确定 实验动态和基于处理的评估组对这种增长的预测效果如何（目标 2）。 然后，根据英语发育不良和 家长或老师对语言发展的关注将检查敏感性和特异性。 用于预测 DLD 的初始评估组的项目结果将证明是否存在多重动态。 基于评估和处理的评估工具可以可靠有效地衡量语言学习能力 对于数以百万计使用其他语言的儿童来说。 与英语相比，该项目代表了验证语言评估工具的关键一步。