The Cross-Validation of the Classification Accuracy of a Dynamic Assessment of Narrative Language for School-Age Children with and Without Language Disorder
Purpose: This study examined how well a dynamic assessment of narrative language accurately identified kindergarten through sixth grade students with and without language disorder. Method: The participants included 110 school-age children from Utah and Colorado who were administered a narrative-base...
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| Format: | Others |
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BYU ScholarsArchive
2019
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| Online Access: | https://scholarsarchive.byu.edu/etd/7606 https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8606&context=etd |
| Summary: | Purpose: This study examined how well a dynamic assessment of narrative language accurately identified kindergarten through sixth grade students with and without language disorder. Method: The participants included 110 school-age children from Utah and Colorado who were administered a narrative-based dynamic assessment of language that entailed a pretest, a teaching phase, an examiner rating of the child's ability to learn language (modifiability), and a posttest. Results: The dynamic assessment investigated in this study demonstrated good to excellent levels of sensitivity and specificity. The results of this study also determined that, in concurrence with previous dynamic assessment research, posttest and modifiability scores were most predictive of language ability. Conclusion: The results of this study indicate that the Dynamic Measure of Oral Narrative Discourse (DYMOND) may be a valid and accurate tool when identifying language disorders in school-age populations. |
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