LanguageScreen: The Development, Validation, and Standardization of an Automated Language Assessment App.

Autor: Hulme C; Department of Education, University of Oxford, United Kingdom.; Department of Psychology, Health and Professional Development, Oxford Brookes University, United Kingdom., McGrane J; Assessment and Evaluation Research Centre, The University of Melbourne, Victoria, Australia., Duta M; Department of Computer Science, University of Oxford, United Kingdom., West G; Department of Language and Cognition, University College London, United Kingdom., Cripps D; St. John's College, Oxford, United Kingdom., Dasgupta A; Department of Computer Science, University of Oxford, United Kingdom., Hearne S; Department of Education, University of Oxford, United Kingdom., Gardner R; Department of Education, University of Oxford, United Kingdom., Snowling M; St. John's College, Oxford, United Kingdom.; Department of Experimental Psychology, University of Oxford, United Kingdom.
Jazyk: angličtina
Zdroj: Language, speech, and hearing services in schools [Lang Speech Hear Serv Sch] 2024 Jul; Vol. 55 (3), pp. 904-917. Date of Electronic Publication: 2024 May 22.
DOI: 10.1044/2024_LSHSS-24-00004
Abstrakt: Purpose: Oral language skills provide a critical foundation for formal education and especially for the development of children's literacy (reading and spelling) skills. It is therefore important for teachers to be able to assess children's language skills, especially if they are concerned about their learning. We report the development and standardization of a mobile app-LanguageScreen-that can be used by education professionals to assess children's language ability.
Method: The standardization sample included data from approximately 350,000 children aged 3;06 (years;months) to 8;11 who were screened for receptive and expressive language skills using LanguageScreen. Rasch scaling was used to select items of appropriate difficulty on a single unidimensional scale.
Results: LanguageScreen has excellent psychometric properties, including high reliability, good fit to the Rasch model, and minimal differential item functioning across key student groups. Girls outperformed boys, and children with English as an additional language scored less well compared to monolingual English speakers.
Conclusions: LanguageScreen provides an easy-to-use, reliable, child-friendly means of identifying children with language difficulties. Its use in schools may serve to raise teachers' awareness of variations in language skills and their importance for educational practice.
Databáze: MEDLINE
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