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ERIC Number: EJ1100880
Record Type: Journal
Publication Date: 2016-Apr
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1092-4388
Assessing Measurement Invariance for Spanish Sentence Repetition and Morphology Elicitation Tasks
Kapantzoglou, Maria; Thompson, Marilyn S.; Gray, Shelley; Restrepo, M. Adelaida
Journal of Speech, Language, and Hearing Research, v59 n2 p254-266 Apr 2016
Purpose: The purpose of this study was to evaluate evidence supporting the construct validity of two grammatical tasks (sentence repetition, morphology elicitation) included in the Spanish Screener for Language Impairment in Children (Restrepo, Gorin, & Gray, 2013). We evaluated if the tasks measured the targeted grammatical skills in the same way across predominantly Spanish-speaking children with typical language development and those with primary language impairment. Method: A multiple-group, confirmatory factor analytic approach was applied to examine factorial invariance in a sample of 307 predominantly Spanish-speaking children (177 with typical language development; 130 with primary language impairment). The 2 newly developed grammatical tasks were modeled as measures in a unidimensional confirmatory factor analytic model along with 3 well-established grammatical measures from the Clinical Evaluation of Language Fundamentals--Fourth Edition, Spanish (Wiig, Semel, & Secord, 2006). Results: Results suggest that both new tasks measured the construct of grammatical skills for both language-ability groups in an equivalent manner. Conclusions: There was no evidence of bias related to children's language status for the Spanish Screener for Language Impairment in Children Sentence Repetition or Morphology Elicitation tasks. Results provide support for the validity of the new tasks as measures of grammatical skills.
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A080024