Assessing the Grammar of Spanish-Speaking Children A Comparison of Two Procedures Research Article
Research Article  |   October 01, 1996
Assessing the Grammar of Spanish-Speaking Children
 
Author Affiliations & Notes
  • Raquel T. Anderson
    Department of Speech and Hearing Sciences, Indiana University, Bloomington, IN 47405
Article Information
Cultural & Linguistic Diversity / Language Disorders / Research Articles
Research Article   |   October 01, 1996
Assessing the Grammar of Spanish-Speaking Children
Language, Speech, and Hearing Services in Schools, October 1996, Vol. 27, 333-344. doi:10.1044/0161-1461.2704.333
History: Received December 5, 1994 , Accepted July 17, 1995
 
Language, Speech, and Hearing Services in Schools, October 1996, Vol. 27, 333-344. doi:10.1044/0161-1461.2704.333
History: Received December 5, 1994; Accepted July 17, 1995

The present investigation compared two testing instruments for evaluating the grammatical skills of Spanish-speaking preschool children. The Structured Photographic Expressive Language Test-Preschool (SPELT-P, Werner & Kresheck, 1989) was compared to a structured task activity developed by the investigator. Both procedures targeted the same grammatical forms. Results indicated that the structured task procedure was more effective in evaluating children’s productive knowledge of the grammatical forms tested. Children performed significantly better in this task. Procedural differences across the testing instruments were responsible for the observed differences. Issues concerning the effect of task on performance are discussed as they relate to the assessment of the culturally and linguistically diverse child.

ACKNOWLEDGMENTS
This research was funded by a Texas Christian University research fund grant for new faculty in Fort Worth, Texas. 1 want to thank Irmgard Payne. Normie Rodriguez, and Margarita Limón for their assistance in data collection, and Steen Andersson for his help in performing some of the statistical procedures.
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