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comparison of language screening procedures in the identification of children with language delays in prekindergarten classes

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Date Issued:
1994
Summary:
There is presently an emphasis on the early identification of children with disabilities. Mild and moderate disabilities, such as language delays, have proven difficult to detect. Language delays are of concern because of the relationship between language abilities and other learning activities. Young children from low socioeconomic status (SES) backgrounds are especially at-risk for difficulties in language and learning. The purpose of this study was to examine the accuracy of various language screening procedures in the identification of language delays in prekindergarten classes composed of children from low SES backgrounds. More specifically, this study compared the accuracy of formal instruments and informal procedures (i.e., teacher referral) in the identification of language delays. Additionally, the influence of teacher training on the accuracy of teacher referral was explored. Three children from 30 randomly selected prekindergarten classes participated in this study. This resulted in a total of 90 subjects. Children ranged in age from 52 to 64 months. All subjects were administered the Brigance Preschool Screen, the language subtest of the Early Screening Profile (ESP), the language subtest of the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R), and the Fluharty Preschool Speech and Language Screening Test. The Preschool Language Scale-3 (PLS-3) was administered and used as the criterion measure. In addition, the 30 teachers of these selected classes were randomly assigned to two groups. One group received specific training in the identification of language delays in young children and were designated as trained teachers. The second group was the control group and designated as untrained teachers. Fifty-six percent of the children were identified as language delayed according to the criteria of 1 standard deviation below the mean on the PLS-3. The trained teachers were the most accurate of all screening procedures in the identification of language delays. Training significantly improved the accuracy of teacher referral. The ESP was found to be the most efficient of the formal instruments. This study resulted in an increase in the data base concerning the incidence of language delays in an at-risk population, the effectiveness of various screening procedures in identification of language delays, and the impact of training on the accuracy of teacher referrals.
Title: A comparison of language screening procedures in the identification of children with language delays in prekindergarten classes.
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Name(s): Goldstein, Peggy Ann.
Florida Atlantic University, Degree grantor
Taylor, Ronald L., Thesis advisor
Smiley, Lydia R., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1994
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 123 p.
Language(s): English
Summary: There is presently an emphasis on the early identification of children with disabilities. Mild and moderate disabilities, such as language delays, have proven difficult to detect. Language delays are of concern because of the relationship between language abilities and other learning activities. Young children from low socioeconomic status (SES) backgrounds are especially at-risk for difficulties in language and learning. The purpose of this study was to examine the accuracy of various language screening procedures in the identification of language delays in prekindergarten classes composed of children from low SES backgrounds. More specifically, this study compared the accuracy of formal instruments and informal procedures (i.e., teacher referral) in the identification of language delays. Additionally, the influence of teacher training on the accuracy of teacher referral was explored. Three children from 30 randomly selected prekindergarten classes participated in this study. This resulted in a total of 90 subjects. Children ranged in age from 52 to 64 months. All subjects were administered the Brigance Preschool Screen, the language subtest of the Early Screening Profile (ESP), the language subtest of the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R), and the Fluharty Preschool Speech and Language Screening Test. The Preschool Language Scale-3 (PLS-3) was administered and used as the criterion measure. In addition, the 30 teachers of these selected classes were randomly assigned to two groups. One group received specific training in the identification of language delays in young children and were designated as trained teachers. The second group was the control group and designated as untrained teachers. Fifty-six percent of the children were identified as language delayed according to the criteria of 1 standard deviation below the mean on the PLS-3. The trained teachers were the most accurate of all screening procedures in the identification of language delays. Training significantly improved the accuracy of teacher referral. The ESP was found to be the most efficient of the formal instruments. This study resulted in an increase in the data base concerning the incidence of language delays in an at-risk population, the effectiveness of various screening procedures in identification of language delays, and the impact of training on the accuracy of teacher referrals.
Identifier: 12381 (digitool), FADT12381 (IID), fau:9281 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): College of Education
Thesis (Ed.D.)--Florida Atlantic University, 1994.
Subject(s): Language disorders in children
Preschool children
Learning disabilities
Children--Language--Testing
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/12381
Sublocation: Degree grantor
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.