Journal article
Investigation of the language tasks to include in a short-language measure for children in the early school years
J Matov, F Mensah, F Cook, S Reilly
International Journal of Language and Communication Disorders | WILEY | Published : 2018
Abstract
Background: The inaccurate estimation of language difficulties by teachers suggests the benefit of a short-language measure that could be used to support their decisions about who requires referral to a speech–language therapist. While the literature indicates the potential for the development of a short-language measure, evidence is lacking about which combination of language tasks it should include. Aims: To understand the number and nature of components/language tasks that should be included in a short-language measure for children in the early school years. Methods & Procedures: Eight language tasks were administered to participants of the Early Language in Victoria Study (ELVS) at ages ..
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Funding Acknowledgements
The authors thank the Early Language in Victoria Study (ELVS) team and participating families. They especially thank Professor Richard Dowell and Professor Paul Monagle for reviewing the paper and invaluably supporting Jessica Matov during her PhD candidature; Ms Eileen Cini who assisted with data access; and Professor Edith Bavin for kindly reviewing the paper. The ELVS was funded by the Australian National Health and Medical Research Council (projects grants numbers 237106, 9436958 and 1041947) and the Centre of Research Excellence in Child Language (grant number 1023493). Fiona Mensah and Sheena Reilly received Australian National Health and Medical Research Council Early Career and Career Development Fellowships (FM: grant numbers 1037449 and 1111160) and Practitioner Fellowships (SR: grant number 491210 and 1041892). Jessica Matov was supported through an Australian Government Research Training Program Scholarship.