The use of a standardized language assessment tool to measure the language development of urban Aboriginal preschoolers

Miller, Erin; Webster, Vana; Knight, Joseph F.; Comino, Elizabeth

doi:10.3109/17549507.2013.796000

Cited by 18 publications

(21 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Notably, this cohort is all English speaking with no other reported languages by the families. As shown in a previous study on the Gudaga cohort (Miller, Webster, Knight, & Comino, ), some Aboriginal English may be present, but this was not reported by the families as a different language.…”

Section: Methodsmentioning

confidence: 99%

Longitudinal vocabulary development in Australian urban Aboriginal children: Protective and risk factors

Short¹,

Eadie

Descallar

et al. 2017

Child

View full text Add to dashboard Cite

The risk and protective factors for vocabulary development in Australian Aboriginal children are similar to those identified in other studies with some variation related to the number of children in the home. In this limited set of predictors, maternal education, gender, non-verbal cognitive skills, and the number of children in households were all shown to impact on the acquisition of vocabulary to 3 years and or the developmental trajectory over time.

show abstract

Section: Methodsmentioning

confidence: 99%

Longitudinal vocabulary development in Australian urban Aboriginal children: Protective and risk factors

Short¹,

Eadie

Descallar

et al. 2017

Child

View full text Add to dashboard Cite

show abstract

“…Combined, these studies included a total of 438 Aboriginal and Torres Strait Islander children assessed between 3 and 13 years, 8 months of age, though it appears 2 studies 4,47 included the same 19 children as participants. Of the 9 included studies, 3 took place in the urban centre of Campbelltown, New South Wales, 23,48,49 which is classified as a major city in Australia 50 . Another study was identified as taking place in an urban area of North Queensland.…”

Section: Participants and Study Locationsmentioning

confidence: 99%

“…The aims of the 9 studies varied widely. Five of the 9 studies were aimed at describing the language abilities of Aboriginal and Torres Strait Islander children; 4,47,48,52,53,55 3 of these compared results of standardised and non-standardised assessments. 4,47,48,52,53,55 while a fourth included analysis of AE features in the language sample attained as part of the standardised assessment.…”

Section: Aims Of Included Studiesmentioning

confidence: 99%

Scoping review: Language assessment practices for Aboriginal and Torres Strait Islander children in Australia and guidelines for clinical practice

Zupan

Campbell-Woods

Thompson

2021

Australian J Rural Health

View full text Add to dashboard Cite

Introduction: Speech pathologists play an important role in differentiating language difference from disorder in Aboriginal and Torres Strait Islander children. However, speech pathologists report that they lack culturally appropriate resources and feel under-prepared, which suggests that culturally safe ways of working and available evidence often do not align. Objective: The aim of this scoping review was to explore how the language abilities of Aboriginal and Torres Strait Islander children are being assessed, the ways in which assessments are being adapted and the context in which results are being interpreted within the published literature. The studies were also evaluated for components of cultural safety using the Cultural Formulation model. Design: A comprehensive and systematic search of the literature was undertaken; hand searching was also conducted. To be eligible for inclusion, studies needed to have been conducted in Australia and include receptive and/or expressive language assessment of Aboriginal and Torres Strait Islander children. Findings: Combined, the identified studies included 438 Aboriginal and Torres Strait Islander children, though only 419 were independent samples. A total of 352 studies were initially identified, 10 of which were retained for this review. Data extraction included participant characteristics, assessment tools and procedures, reported outcomes and factors related to cultural safety according to the Cultural Formulation model. Conclusion:Overall, studies showed that standardised language assessments do not accurately represent the language abilities of Aboriginal and Torres Strait Islander children. If used, they should be used alongside other non-standardised tasks and/ or scoring should be adapted. Considerations for increasing cultural safety when assessing the language abilities of Aboriginal and Torres Strait Islander children are outlined.

show abstract

“…Both the findings reported in this paper and limitations discussed above highlight the need to continue investigation into strategies to support vulnerable children's language learning. While not the focus of this paper, recent research studies have focused on the complexity of Aboriginal children's language environments (McLeod, Verdon & Bennetts Kneebone, 2014), the development of Australian Aboriginal children's language (Farrant, Shepherd, Walker & Pearson, 2014;Vaughan, Wigglesworth, Loakes, Disbray & Moses, 2015), and the need to use assessments of language that are appropriate to English as additional language learners for an accurate representation of children's language abilities (Gould, 2008;Miller, Webster, Knight & Comino, 2014;Pearce & Williams, 2013). These studies highlight the paucity of research on Aboriginal children's language acquisition and the high incidences of diagnosed language delay prevalent within Aboriginal populations.…”

Section: Future Directionsmentioning

confidence: 99%

Effects of an Evidence-based Intervention on the Australian English Language Development of a Vulnerable Group of young Aboriginal Children

Brookes

Tayler

2016

Australasian Journal of Early Childhood

View full text Add to dashboard Cite

LEARNING IN BOTH INFORMAL and formal settings is vital to each child's sense of wellbeing and achievement, particularly for children identified as experiencing high levels of disadvantage and having markedly increased risk of poor educational attainment, health and development. National data indicates that Aboriginal children are especially vulnerable to low levels of engagement with education systems, including preschool. Recent reforms in early childhood education and care provision draw attention to focused educational strategies to promote early learning, since high-quality early learning experiences help to ameliorate early disadvantage. This paper describes an experimental study designed to assess the effect of an evidence-based early learning intervention that targets both toddler language development and their capacity to attend to tasks with an adult (in this study, an early childhood educator and/or allied health professional). Aboriginal children aged 23 to 36 months participated in this intervention that was implemented by the educators at an Aboriginal long day care service over four months. The children were assessed pre-, post- and three-months following the intervention. The significant increase in their expressive and receptive language, and their initiation of joint attention behaviours, illustrates the potential of this intervention to change the language growth trajectories of very young children who live in similar circumstances. The study findings provide direction for program improvement across the centre, and set the scene for achieving practice change that may close gaps in development and achievement for children experiencing high levels of disadvantage early—long before school. Further research on the effectiveness of a larger-scale program improvement strategy is underway.

show abstract

The use of a standardized language assessment tool to measure the language development of urban Aboriginal preschoolers

Cited by 18 publications

References 26 publications

Longitudinal vocabulary development in Australian urban Aboriginal children: Protective and risk factors

Longitudinal vocabulary development in Australian urban Aboriginal children: Protective and risk factors

Scoping review: Language assessment practices for Aboriginal and Torres Strait Islander children in Australia and guidelines for clinical practice

Effects of an Evidence-based Intervention on the Australian English Language Development of a Vulnerable Group of young Aboriginal Children

Contact Info

Product

Resources

About