Reliability and validity of grammar subscale of Children's Language Development Scale

CHEUNG Hin-Tat; LI Xue; LIAO Min

doi:10.11852/zgetbjzz2022-0131

PDF(663 KB)

Chinese Journal of Child Health Care ›› 2022, Vol. 30 ›› Issue (8) : 822-827. DOI: 10.11852/zgetbjzz2022-0131

Original Articles

Reliability and validity of grammar subscale of Children's Language Development Scale

CHEUNG Hin-Tat^1*, LI Xue^2*, LIAO Min^3*

Author information +

History +

Abstract

Objective To evaluate the reliability and validity of grammar subscale of Children's Language Development Scale(CLDS). Methods A stratified cluster sampling method was adopted to randomly select 1 704 preschool children(including 852 boys and 852 girls) in Chengdu from December 2018 to June 2019. Children's language ability was evaluated with CLDS, then the reliability and validity of the grammar subscale of CLDS were tested. Results There were 1 701 completed Results in sum. The grammar scale contained 40 items of picture selection after listening to a sentence. Internal consistency reliability Cronbach's α coefficient was 0.834, and the half-fold reliability was 0.795. The infit and outfit MNSQ values of the subjects and the items were 1.00, 0.93 and 0.99, 0.93 respectively. The discrimination validity was 1.73, and the reliability of the scale was 0.75. The infit MNSQ values of 40 items were between 0.86 and 1.2 logits, which fitted well with the Rasch model. The difficulty value of items ranged from -2.55 to 1.82 logits, and the individual ability value was between -2.78 and 5.0 logits. Conclusions The grammar subscale of the CLDS has good reliability and validity. It can be applied to simply and effectively measure 3- to 6-year-old children's grammar development, so as to provide reference for diagnosing and treating speech and language disorders in Chinese children.

Key words

Chinese / Children's Language Development Scale / grammar / reliability and validity

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

CHEUNG Hin-Tat, LI Xue, LIAO Min. Reliability and validity of grammar subscale of Children's Language Development Scale[J]. Chinese Journal of Child Health Care. 2022, 30(8): 822-827 https://doi.org/10.11852/zgetbjzz2022-0131

References

[1] Diepeveen FB, van Dommelen P, Oudesluys-Murphy AM, et al. Children with specific language impairment are more likely to reach motor milestones late[J]. Child Care Health Dev, 2018, 44(6):857-862.
[2] Feldman HM. How young children learn language and speech[J]. Pediatr Rev, 2019, 40(8):398-411.
[3] Gervain J. Typical language development[J]. Handb Clin Neurol, 2020, 173:171-183.
[4] Visser-Bochane MI, Reijneveld SA, Krijnen WP, et al. Identifying milestones in language development for young children ages 1 to 6 years[J]. Acad Pediatr, 2020, 20(3):421-429.
[5] Liu XL, De Villiers J, Ning C, et al. Research to establish the validity, reliability, and clinical utility of a comprehensive language assessment of mandarin[J]. J Speech Lang Hear Res, 2017, 60(3):592-606.
[6] 刘雪曼. 语言发育迟缓和语言障碍以及相关发育障碍性疾病的综合评估及鉴别诊断的临床思考框架[J]. 中华儿科杂志, 2021, 59(11):901-904.
[7] Matuszkiewicz M, Gałkowski T. Developmental language disorder and uninhibited primitive reflexes in young children[J]. J Speech Lang Hear Res, 2021, 64(3):935-948.
[8] Mcgregor KK. How we fail children with developmental language disorder[J]. Lang Speech Hear Serv Sch, 2020, 51(4):981-992.
[9] Wiefferink K, Van BC, Wegener SB, et al. Children with language delay referred to Dutch speech and hearing centres: caseload characteristics[J]. Int J Lang Commun Disord, 2020, 55(4):573-582.
[10] Norbury CF, Gooch D, Wray C, et al. The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study[J]. J Child Psychol Psychiatry, 2016, 57(11):1247-1257.
[11] Collisson BA, Graham SA, Preston JL, et al. Risk and protective factors for late talking: an epidemiologic investigation[J]. J Pediatr, 2016, 172:168-174.
[12] 单丹丹, 刘晓娟, 白银燕. 2017～2019年郑州市部分城区学龄前儿童语言发育迟缓的患病情况及危险因素分析[J]. 中国中西医结合儿科学, 2021, 13(6):465-468.
[13] 张颖, 王俊峰, 丁艳华. 儿童语言发育迟缓的临床特征和高危因素研究[J]. 中国儿童保健杂志, 2022,30(8):912-915.
[14] Miller ML, Williams BM, Mccabe JE, et al. Perinatal anxiety and depressive symptoms and perception of child behavior and temperament in early motherhood[J]. J Dev Orig Health Dis, 2021, 12(3):513-522.
[15] Winstanley M, Webb RT, Conti-Ramsden G. Developmental language disorders and risk of recidivism among young offenders[J]. J Child Psychol Psychiatry, 2021, 62(4):396-403.
[16] Pindzola RH, Plexico LW, Haynes WO. Diagnosis and evaluation in speech pathology-ninth edition[M]. San Francisco: Pearson Education, Inc, 2015:146-149.
[17] 张庆苏. 语言发育迟缓的检查——基于符号与指示内容关系的评估[J]. 中国听力语言康复科学杂志, 2019, 17(6):469-471.
[18] Soli SD, Zheng Y, Meng Z, et al. Clinical assessment of early language development:A simplified short form of the Mandarin communicative development inventory[J]. Int J Pediatr Otorhinolaryngol, 2012, 76(9):1255-1264.
[19] 王安, 陈德枝, 周兢. 皮博迪图片词汇测验中文修订版的结构效度分析——基于五省份学前儿童测评结果[J]. 幼儿教育, 2021,39(4):19-23.
[20] 郭璇, 朱远来, 焦小燕, 等. 汉语版、哈萨克语版皮博迪图片词汇测验第四版的效度与信度[J]. 中国心理卫生杂志, 2019, 32(10):841-847.
[21] 郭璇, 盖笑松, 张百灵, 等. 汉语版和哈萨克语版表达性词汇测验第二版的效度与信度[J]. 中国心理卫生杂志, 2018, 33(11):845-850.
[22] Weiler B, Schuele CM. Tense marking in the kindergarten population:Testing the bimodal distribution hypothesis[J]. J Speech Lang Hear Res, 2021, 64(2):593-612.
[23] Schwob S, Eddé L, Jacquin L, et al. Using nonword repetition to ldentify developmental language disorder in monolingual and bilingual children:A systematic review and meta-analysis[J]. J Speech Lang Hear Res, 2021, 64(9):3578-3593.
[24] 陆烁, 丘国新, 钱思宇, 等. 面向语言障碍筛查的汉语儿童言语交际水平评估系统研发 [J]. 语言战略研究, 2021,6(1):45-58.
[25] Brinchmann EI, Braeken J, Lyster SH. Is there a direct relation between the development of vocabulary and grammar?[J]. Dev Sci, 2019, 22(1):e12709.
[26] Eisenberg SL, Guo LY. Differentiating children with and without language impairment based on grammaticality[J]. Lang Speech Hear Serv Sch, 2013, 44(1):20-31.
[27] Boone WJ, Staver JR, Yale MS. Rasch analysis in the human sciences[M]. London: Springer,2014:181-245.
[28] Dabaghi S, Esmaielzadeh F, Rohani C. Application of Rasch analysis for development and psychometric properties of adolescents' quality of life instruments:A systematic review[J]. Adolesc Health Med Ther, 2020, 11:173-197.
[29] 章依文, 金星明, 沈晓明, 等. 2~4岁儿童语言发育的抽样调查[J]. 中国实用儿科杂志,2006, 21(3):203-205.
[30] 金志娟, 金星明. 儿童语言发育进程中语法的研究[J]. 中国儿童保健杂志, 2008, 16(2):192-196.
[31] Coloma CJ, De Barbieri Z, Quezada C, et al. The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI:A longitudinal study[J]. J Commun Disord, 2020, 86:106002.
[32] Baylor C, Hula W, Donovan NJ, et al. An introduction to item response theory and Rasch models for speech-language pathologists[J]. Am J of Speech Lang Pathol, 2011, 20(3):243-259.
[33] 武法提, 田浩, 王瑜, 等.智慧教育视野下基于Rasch模型的知识掌握与认知能力分析研究[J]. 华东师范大学学报:教育科学版,2021,39(8):57-68.
[34] Sze F, Wei MX, Lam D. Development of the Hong Kong sign language sentence repetition test[J]. J Deaf Stud Deaf Educ, 2020, 25(3):298-317.