Narrative Transcription Accuracy and Reliability in Two Languages

Heilmann, John; Miller, Jon F.; Iglesias, Aquiles; Fabiano-Smith, Leah; Nockerts, Ann; Andriacchi, Karen

doi:10.1097/01.tld.0000318937.39301.76

Cited by 69 publications

(40 citation statements)

References 6 publications

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“…All English language samples were transcribed by native English speakers, and all Spanish language samples were transcribed by native Spanish speakers. Heilmann et al (2008) found high levels of accuracy across English and Spanish transcriptions 2 The SALT database had a significantly smaller number of samples available for first grade students (N = 76); thus, we chose not to include this grade in the analysis. across four domains: utterance segmentation, main body words and morphemes, words, morphemes, and mazes, and maze placement.…”

Section: Language Sampling Proceduresmentioning

confidence: 99%

The Role of Socioeconomic Status in the Narrative Story Retells of School-Aged English Language Learners

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Arizmendi

DiLallo

2016

LSHSS

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Purpose: We examined the relationship between maternal level of education as an index of socioeconomic status (SES) on the narrative story retells of school-aged children who are English language learners (ELLs) to guide interpretation of results. Method: Using data available from the Systematic Analysis of Language Transcripts database (Miller & Iglesias, 2012), we were able to compare the language samples of 907 ELL students in kindergarten and 2nd grade whose parents had different levels of education. We used a simple linear regression to see if maternal level of education was predictive of measures of vocabulary, syntax, and narrative structure in Spanish and English narrative story retells.Results: There were no differences in language measures between children from different SES backgrounds for the Spanish language samples. There were differences with the English language samples in four of the five measures for the kindergarten sample and only three of five measures for the older children, with a smaller percentage of the variance explained. Conclusion: Despite common knowledge that SES has a negative influence on language, the actual influence on the narrative productions of school-aged ELLs was less than anticipated for English and absent for Spanish. The implications for assessment are discussed and concluded.

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Section: Language Sampling Proceduresmentioning

confidence: 99%

The Role of Socioeconomic Status in the Narrative Story Retells of School-Aged English Language Learners

Alt

Arizmendi

DiLallo

2016

LSHSS

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“…Codes were then added for mazes, root words, and unintelligible segments, again following SALT guidelines. The second author, a Spanish-English bilingual speech-language pathologist, independently relistened to all language samples to verify transcription accuracy and modified C-unit segmentation and SALT coding; this is an established method of ensuring transcription and coding accuracy (Heilmann et al, 2008). …”

Section: Language Samplesmentioning

confidence: 99%

Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment

Ebert

Pham

2017

LSHSS

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Purpose: Although language samples and standardized tests are regularly used in assessment, few studies provide clinical guidance on how to synthesize information from these testing tools. This study extends previous work on the relations between tests and language samples to a new population-school-age bilingual speakers with primary language impairment-and considers the clinical implications for bilingual assessment. Method: Fifty-one bilingual children with primary language impairment completed narrative language samples and standardized language tests in English and Spanish. Children were separated into younger (ages 5;6 [years; months]-8;11) and older (ages 9;0-11;2) groups. Analysis included correlations with age and partial correlations between language sample measures and test scores in each language. Results: Within the younger group, positive correlations with large effect sizes indicated convergence between test scores and microstructural language sample measures in both Spanish and English. There were minimal correlations in the older group for either language. Age related to English but not Spanish measures. Conclusions: Tests and language samples complement each other in assessment. Wordless picture-book narratives may be more appropriate for ages 5-8 than for older children. We discuss clinical implications, including a case example of a bilingual child with primary language impairment, to illustrate how to synthesize information from these tools in assessment.C linical language assessment of school-age children serves multiple purposes. The main goals are to identify a disorder, describe a child's language system, plan for treatment, and monitor ongoing progress (Kohnert, 2013). To accomplish these varied goals, a comprehensive assessment includes direct measures of a child's language as well as indirect measures that have been gathered from reviewing existing educational and medical information, interviewing parents and teachers, and systematically observing within structured and unstructured settings. Cheng (1997) termed this comprehensive assessment framework the RIOT process: review, interview, observation, and testing. For bilingual children, it is essential to include both first and second languages (L1 and L2) in this assessment framework.The present article focuses on the testing portion of the RIOT process, which can serve multiple purposes within a comprehensive language assessment. Two types of testing tools-standardized tests and language samples-are considered for a group of bilingual children with primary language impairment (PLI). We examine the extent to which these two types of assessment tools are related within each language and discuss how our results can contribute to a broader understanding of bilingual PLI. We present a case example to illustrate how the two sources of information can be integrated to address two specific assessment purposes: describing the overall language system and planning for treatment. Before presenting the data, we frame the study by reviewing the us...

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“…A total of 549 words or phrases were identified within the children's data set. Inter-rater reliability was acceptable at 86% (Heilmann et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

An exploration of pain-related vocabulary: implications for AAC use with children

Johnson

Bornman

Tonsing

2016

Augmentative and Alternative Communication

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Children with significant communication difficulties who experience pain need appropriate means to communicate their pain in order to receive appropriate treatment.Augmentative and alternative communication (AAC) strategies could be used to enable children to self-report pain. The aim of this research study was to identify the common vocabulary children with typical development use to describe physical pain experiences and develop and socially validate an appropriate pain-related vocabulary list for children who use or could benefit from using AAC. A sequential, exploratory, mixed-method design was employed. This paper focuses on the quantitative phase. A set of scenarios was developed to gather pain-related vocabulary appropriate for children aged 6;0 -7;11 (years;months) and children aged 8;0 -9;11, from 74 children, 61 parents, and 56 teachers. Some 629 pain-related words or phrases were suggested and then classified into seven categories. A composite list of the 84 most frequently occurring pain-related vocabulary items was compiled and socially validated by three adults who used AAC. They emphasized the need to individualize vocabulary and provided suggestions for vocabulary organization for display on any type of AAC system. Despite similarities in the categories of words offered by the various respondent groups, the differences underscore the importance of more than one perspective (particularly that of children and adults) in generating a comprehensive vocabulary list.

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Narrative Transcription Accuracy and Reliability in Two Languages

Cited by 69 publications

References 6 publications

The Role of Socioeconomic Status in the Narrative Story Retells of School-Aged English Language Learners

The Role of Socioeconomic Status in the Narrative Story Retells of School-Aged English Language Learners

Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment

An exploration of pain-related vocabulary: implications for AAC use with children

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