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The Classification Accuracy of a Dyn...

Newey, Britney Ann.

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The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for School-age Children with and Without Language Disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for School-age Children with and Without Language Disorder./
Author:	Newey, Britney Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	47 p.
Notes:	Source: Masters Abstracts International, Volume: 82-04.
Contained By:	Masters Abstracts International82-04.
Subject:	Speech therapy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28222735
ISBN:	9798684624513

The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for School-age Children with and Without Language Disorder.
Newey, Britney Ann.

The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for School-age Children with and Without Language Disorder. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 47 p.

Source: Masters Abstracts International, Volume: 82-04.

Thesis (M.Sc.)--Brigham Young University, 2020.

This item must not be sold to any third party vendors.

Purpose: This study examines the classification accuracy and interrater reliability of a dynamic assessment (DA) of inferential word learning designed to accurately identify kindergarten through sixth-grade students with and without language disorder. Method: The participants included 127 school-age children from a mountain west school district who were administered a DA of inferential word learning that entailed a pretest, a teaching phase, an examiner rating of the child's ability to infer word meaning (modifiability), and posttests. Results: Hierarchical logistic regression and receiver operator characteristic (ROC) analyses revealed that combining all posttests, the modifiability total, and the final examiner judgement scores from this DA yielded the strongest sensitivity (.83) and specificity (.80). The static measures and the dichotomized final examiner judgement had excellent reliability; yet the individual modifiability measures (with the exception of disruption and frustration) had poor reliability. Conclusion: In concordance with a previous study, results indicate that a dynamic assessment of inferential word learning may be an efficacious method of identifying language disorders in school-age populations.

ISBN: 9798684624513Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Dynamic assessment

The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for School-age Children with and Without Language Disorder.
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245 1 4 $a The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for School-age Children with and Without Language Disorder.
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500 $a Source: Masters Abstracts International, Volume: 82-04.
502 $a Thesis (M.Sc.)--Brigham Young University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Purpose: This study examines the classification accuracy and interrater reliability of a dynamic assessment (DA) of inferential word learning designed to accurately identify kindergarten through sixth-grade students with and without language disorder. Method: The participants included 127 school-age children from a mountain west school district who were administered a DA of inferential word learning that entailed a pretest, a teaching phase, an examiner rating of the child's ability to infer word meaning (modifiability), and posttests. Results: Hierarchical logistic regression and receiver operator characteristic (ROC) analyses revealed that combining all posttests, the modifiability total, and the final examiner judgement scores from this DA yielded the strongest sensitivity (.83) and specificity (.80). The static measures and the dichotomized final examiner judgement had excellent reliability; yet the individual modifiability measures (with the exception of disruption and frustration) had poor reliability. Conclusion: In concordance with a previous study, results indicate that a dynamic assessment of inferential word learning may be an efficacious method of identifying language disorders in school-age populations.
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653 $a Context clues
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653 $a Inferential word learning
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