Relationships Between Narrative Language Samples and Norm-Referenced Test Scores in Language Assessments of School-Age Children Purpose Both narrative language samples and norm-referenced language tests can be important components of language assessment for school-age children. The present study explored the relationship between these 2 tools within a group of children referred for language assessment. Method The study is a retrospective analysis of clinical records ... Research Article
Research Article  |   October 01, 2014
Relationships Between Narrative Language Samples and Norm-Referenced Test Scores in Language Assessments of School-Age Children
 
Author Affiliations & Notes
  • Kerry Danahy Ebert
    Rush University, Chicago, IL
  • Cheryl M. Scott
    Rush University, Chicago, IL
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Kerry Danahy Ebert: Kerry_ebert@rush.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Stacy Wagovich
    Associate Editor: Stacy Wagovich×
Article Information
Development / Language Disorders / Research Articles
Research Article   |   October 01, 2014
Relationships Between Narrative Language Samples and Norm-Referenced Test Scores in Language Assessments of School-Age Children
Language, Speech, and Hearing Services in Schools, October 2014, Vol. 45, 337-350. doi:10.1044/2014_LSHSS-14-0034
History: Received March 23, 2014 , Revised June 19, 2014 , Accepted August 6, 2014
 
Language, Speech, and Hearing Services in Schools, October 2014, Vol. 45, 337-350. doi:10.1044/2014_LSHSS-14-0034
History: Received March 23, 2014; Revised June 19, 2014; Accepted August 6, 2014

Purpose Both narrative language samples and norm-referenced language tests can be important components of language assessment for school-age children. The present study explored the relationship between these 2 tools within a group of children referred for language assessment.

Method The study is a retrospective analysis of clinical records from 73 school-age children. Participants had completed an oral narrative language sample and at least one norm-referenced language test. Correlations between microstructural language sample measures and norm-referenced test scores were compared for younger (6- to 8-year-old) and older (9- to 12-year-old) children. Contingency tables were constructed to compare the 2 types of tools, at 2 different cutpoints, in terms of which children were identified as having a language disorder.

Results Correlations between narrative language sample measures and norm-referenced tests were stronger for the younger group than the older group. Within the younger group, the level of language assessed by each measure contributed to associations among measures. Contingency analyses revealed moderate overlap in the children identified by each tool, with agreement affected by the cutpoint used.

Conclusions Narrative language samples may complement norm-referenced tests well, but age combined with narrative task can be expected to influence the nature of the relationship.

Acknowledgments
We thank Elizabeth Mikolajczyk, Jamie Schmidt, and L. Katherine Walters for their assistance with this project.
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