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ERIC Number: ED224199
Record Type: RIE
Publication Date: 1982-Jul
Reference Count: 0
Examiner Familiarity and the Relation between Qualitative and Quantitative Indices of Expressive Language.
Fuchs, Douglas; And Others
A previous investigation demonstrated that 34 speech- and/or language-impaired preschoolers were more fluent on an expressive language task when tested by familiar examiners than when tested by unfamiliar examiners. Post-hoc analyses were conducted in this study to determine (1) whether subjects' expressive language also was semantically and syntactically more complex in the familiar examiner condition, and (2) whether the quality of spoken language was related to fluency. Employing a multi-categorical scale consisting of salient syntactic characteristics and semantic relations, two experienced speech clinicians scored identical and complete records of Ss' expressive language performance. Results indicated that Ss demonstrated significantly richer descriptive language, as well as greater fluency, in the familiar examiner condition. Also, evidence was found for the concurrent validity of a simple fluency measure (i.e., number of non-repetitive words) with respect to more elaborate indices of the quality of language. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.