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ERIC Number: EJ951489
Record Type: Journal
Publication Date: 2011-Dec
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1092-4388
Concurrent and Construct Validity of Oral Language Measures with School-Age Children with Specific Language Impairment
Hoffman, LaVae M.; Loeb, Diane Frome; Brandel, Jayne; Gillam, Ronald B.
Journal of Speech, Language, and Hearing Research, v54 n6 p1597-1608 Dec 2011
Purpose: This study investigated the psychometric properties of 2 oral language measures that are commonly used for diagnostic purposes with school-age children who have language impairments. Method: Two hundred sixteen children with specific language impairment were assessed with the Test of Language Development--Primary, Third Edition (TOLD-P:3; Newcomer & Hammill, 1997) and the Comprehensive Assessment of Spoken Language (CASL; Carrow-Woolfolk, 1999) within a 3-month period. The concurrent and construct validities of these 2 published tests were explored through correlation analysis and principle-component factor analysis. Results: The TOLD-P:3 Spoken Language Quotient and CASL Core Composite scores were found to have an intertest correlation value of r = 0.596 within this sample, and a paired samples "t" test revealed a statistically significant difference between these scores. Principle-component factor analyses revealed a 2-factor structure solution for the TOLD-P:3, whereas data from the CASL supported a single-factor model. Conclusions: Analyses of assessment measure performance data from a sample of school-age children with specific language impairment revealed concurrent validity values and construct validity patterns that differed from those found in the norming samples as cited in examiner manuals. Implications for practice patterns and future research are discussed.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Test of Language Development