ArticleAmerican journal of speech-language pathology2018
Eliciting the Language Sample for Developmental Sentence Scoring: A Comparison of Play With Toys and Elicited Picture Description.
Article in American journal of speech-language pathology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Developmental Sentence Scoring for Preschool Language Sample Analysis: A Psychometric Update.American journal of speech-language pathology · 2026Article
- Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals.International journal of bilingual education and bilingualism · 2022Article
- Using Computerized Language Analysis to Evaluate Grammatical Skills.Language, speech, and hearing services in schools · 2020Article
- Understanding (un)grammaticality in context: Evidence from young Spanish-English bilinguals over time.Journal of communication disordersArticle
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3 authors.
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Abstract
Purpose: This study investigated whether language samples elicited during play and description of pictured events would yield the same results for developmental sentence scoring (DSS). Method: Two language samples were elicited from 58 three-year-olds. One sample was elicited during play with a parent, and the other sample was elicited by an examiner asking children to talk about pictured events in response to elicitation questions. Results: DSS scores were not significantly different between the play and event description samples. However, sentence points were significantly higher for the play sample than for the event description sample. Although there was a correlation between sample types for both DSS and sentence points, the correlation for DSS (r = .52) was below an acceptable level, and the correlation for sentence points (r = .71) was at a minimally acceptable level. Agreement between sample types for pass-fail decisions on the DSS scores using the 10th percentile cutoff recommended by Lee (1974) was only moderate (78%). Conclusion: The current study shows that type of language samples could affect DSS and sentence point scores of 3-year-olds and, hence, the passing and failing decisions for their performance on DSS.
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