Sprachstandserfassung im Alter von 3 bis 6 Jahren

Kiese-Himmel, Christiane

doi:10.1007/978-3-662-60498-4_8

Cited by 5 publications

(5 citation statements)

References 16 publications

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“…To assess children’s general language skills we used the general vocabulary knowledge test Aktiver Wortschatztest für 3- bis 5-jährige Kinder–Revision [ 36 ]. The test includes pictures reflecting 51 nouns and 24 verbs.…”

Section: Methodsmentioning

confidence: 99%

Children’s spatial language skills predict their verbal number skills: A longitudinal study

Lindner

Moeller²,

Dresen³

et al. 2022

PLoS ONE

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The process of number symbolization is assumed to be critically influenced by the acquisition of so-called verbal number skills (e.g., verbally reciting the number chain and naming Arabic numerals). For the acquisition of these verbal number skills, verbal and visuospatial skills are discussed as contributing factors. In this context, children’s verbal number skills have been found to be associated with their concurrent spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind). In a longitudinal study with three measurement times (T1, T2, T3) at an interval of about 6 months, we evaluated the predictive role of preschool children’s (mean age at T1: 3 years and 10 months) spatial language skills for the acquisition of verbal number skills. Children’s spatial language skills at T2 significantly predicted their verbal number skills at T3, when controlling for influences of important covariates such as vocabulary knowledge. In addition, further analyses replicated previous results indicating that children’s spatial language skills at T2 were associated with their verbal number skills at T2. Exploratory analyses further revealed that children’s verbal number skills at T1 predict their spatial language at T2. Results suggests that better spatial language skills at the age of 4 years facilitate the future acquisition of verbal number skills.

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Section: Methodsmentioning

confidence: 99%

Children’s spatial language skills predict their verbal number skills: A longitudinal study

Lindner

Moeller²,

Dresen³

et al. 2022

PLoS ONE

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show abstract

“…Within this task, children had to name pictures of items that were presented on screen (e.g., a bat). The original German items derived from the German assessment tool Aktiver Wortschatz für 3-bis 5-jährige Kinder (AWST-R, Kiese-Himmel, 2005 ), the French items derived from the évaluation du langage oral tool (ELO, Khomsi, 2001 ), the Italian from the Test neuropsicologio lessicale per l'età evolutive (TNL, Cossu, 2013 ), and the Turkish from the Turkish Expressive and Receptive Language Test (TIFALDI, Berument & Güven, 2013 ).…”

Section: Language Skillsmentioning

confidence: 99%

The relationship of language and social competence of preschool- and kindergarten-age single and dual language learners in Switzerland and Germany

Jurkic

Halliday

Hascher

2023

Early Childhood Research Quarterly

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“…Linguistic competencies were assessed with tests on children’s active vocabulary with 15 items from the Aktiver Wortschatztest für 3- bis 5-jährige Kinder—Revision (AWST-R; Kiese-Himmel, 2005), children’s passive vocabulary with 9 sets from the German version of the Peabody Picture Vocabulary test (PPVT; Lenhard et al, 2015). Children’s phonological awareness was assessed with a rhyming task and letter knowledge with four subtests (initial sound task, receptive and expressive letter knowledge) from the WVT (Endlich et al, 2017).…”

Section: Methodsmentioning

confidence: 99%

New directions in the conceptualization and operationalization of the home learning environment.

Wirth¹,

Stadler²,

Birtwistle³

et al. 2022

Journal of Educational Psychology

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The Home Learning Environment (HLE) focuses on everyday learning habits in families to support the development of children's early cognitive competencies. A growing number of studies have assessed the HLE by using different conceptual approaches and various assessment methods, often focusing on either the home literacy environment or the home numeracy environment. However, it is still unclear whether the 2 dimensions of the HLE are separable constructs and which assessment method is best suited for assessing the HLE, making it difficult to interpret and compare different study results. In the current study, we used multitrait-multimethod (MTMM) analyses to compare 3 common methods for assessing the HLE and their relations to various outcomes of kindergarten children. Our sample consisted of 2 independent cohorts of children (N 1 = 190, N 2 = 310) with an average age of 61 months (SD = 4.6). In both cohorts, the MTMM matrix showed a substantial effect of common methods and indicated a 1-dimensional HLE construct indicated most strongly by the children's book title recognition test (TRT-VS). Even when controlling for child and family characteristics (i.e., intelligence and socioeconomic status), the HLE was statistically significantly related to both the mathematical competencies and the linguistic competencies of the child in a structural equation model. This pattern of results was found consistently across both cohorts. We discuss the significance of a 1-dimensional HLE construct and its different assessment methods in the light of implications for future research and interventional approaches. Educational Impact and Implications StatementThe purpose of this study was to investigate the theoretical concept of the Home Learning Environment (HLE) and its different operationalizations. The authors found that both, the home literacy environment (HlitE) and the home numeracy environment (HnumE), are cohesive parts of a global HLE. A literacy exposure list, asking parents which book titles their child knows, was most indicative of children's HLE. This study further shows that the HLE is associated with children's mathematical and linguistic competencies in kindergarten-even when child and family characteristics are controlled for. Consequently, as the HLE is of great significance for children's development, knowledge about the conceptualization and suitable assessment methods of the HLE are crucial to investigate these associations as precisely as possible.

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Sprachstandserfassung im Alter von 3 bis 6 Jahren

Cited by 5 publications

References 16 publications

Children’s spatial language skills predict their verbal number skills: A longitudinal study

Children’s spatial language skills predict their verbal number skills: A longitudinal study

The relationship of language and social competence of preschool- and kindergarten-age single and dual language learners in Switzerland and Germany

New directions in the conceptualization and operationalization of the home learning environment.

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