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An Exploration of the Relationship of Three Experimental Measures of Complex Sentence Knowledge to CELF4 Scores |
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Catherine Balthazar - Governors State University
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Nicole Koonce - University of Illinois, Chicago
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Cheryl Scott - Rush University Medical Center
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| SRCLD Year: |
2011 |
| Presentation Type: |
Poster Presentation |
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(na) |
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| - Assessment |
| - Language Impairment, School Age |
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Older school-age children with language and learning disabilities often demonstrate weaknesses in the area of syntax at the sentence level resulting in problems producing and comprehending multi-clause sentences. Broader language difficulties including reduced oral and written language productivity (Scott & Windsor, 2000) and persistent reading comprehension difficulties (Catts, Bridges, Little, & Tomblin, 2008) are thought to be related. However, it is difficult to isolate children’s knowledge of multi-clause complex sentences systematically. For both clinical and research purposes, it is important to develop measures specifically designed to sample complex sentence knowledge, and relate the results to available norm-references measures. This study explored correspondences among scores on the CELF4 and scores on three experimenter-created tasks measuring knowledge of complex sentences. Participants were 15 children between the ages of 10 and 14 referred for a larger treatment study. Analyses suggest that the experimental tasks contribute to a more detailed understanding of knowledge of complex sentences. Supported by the American Speech-Language-Hearing Foundation and grant #R15011165-01 from the National Institute on Deafness and Other Communication Disorders. |
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