Language screening for preschool children: Individual or group testing?

Abstract

Rani jezični razvoj složen je proces koji se događa u korak s brojnim drugim procesima poput fizičkog i kognitivnog razvoja te razvoja socijalizacije. Upravo složenost djetinjstva kao razvojnog razdoblja može rezultirati različitim odstupanjima od očekivanih normi u jezičnom razvoju. Probirni ili trijažni testovi uobičajen su postupak za rano prepoznavanje odstupanja u jezičnom razvoju. U hrvatskoj logopedskoj praksi ne postoji standardizirani instrument za probir jezičnih sposobnosti kod djece predškolskog uzrasta, već se u praksi najčešće provodi neformalno ispitivanje grupnim probirnim postupkom koji nije sadržajno kontroliran niti objektivan u provedbi. Cilj je istraživanja analiza metrijskih obilježja instrumenata za individualni i grupni probir jezičnih sposobnosti za djecu predškolske dobi (5 i 6 godina) te njihova međusobna usporedba, kako bi se otkrile prednosti i nedostaci obaju načina probira radi određivanja objektivnije metode. Istraživanje je ostvareno u sklopu projekta Prerequisites for academic equality: early recognition of language disorders (IPA 4.1.2.2.02.01.c02), u kojem su razvijena dva instrumenta: instrument za individualni te instrument za grupni probir jezičnih sposobnosti za dob 5 i 6 godina. Konstrukcija i analiza probirnih instrumenata provedena je na osnovi rezultata dobivenih na stratificiranom uzorku od 457 ispitanika (244 petogodišnjaka (M=133 i Ž=111) i 213 šestogodišnjaka (M=96 i Ž=117). Rezultati su pokazali kako su metrijske karakteristike, kao i karakteristike primjene instrumenta za individualni probir jezičnih sposobnosti bolje od karakteristika instrumenta za grupni probir, što instrument za individualni probir čini pouzdanijom i objektivnijom metodom probira. U skladu s tim podatkom proizlazi izravna preporuka za logopedski rad o primjeni individualnog probira, i to isključivo s pouzdanim i objektivnim instrumentom.Early language development is a complex process that occurs alongside a number of other processes, including physical and cognitive development and socialization. The complexity of childhood as a developmental period can contribute to various deviations from the established norms in language development. The use of screening tests is a standard procedure in the early detection of clinical problems, including difficulties in language development. At present, there are no standardized instruments for screening the language skills of preschool children in Croatian speech-and-language practice. Instead, informal group screening is typically used in practice. The aim of this research was to construct and compare instruments for the individual and group screening of language abilities among preschool children (aged five and six years). Furthermore, this study aimed to discover the advantages and disadvantages of both methods and to establish differences between the language proficiencies of five- and six-year-olds. Finally, this study aimed to define an objective screening method. This research was conducted within the project Prerequisites for academic equality: early recognition of language disorders (IPA 4.1.2.2.02.01.c02). Two instruments aimed at screening the language skills of children aged five and six years were constructed: one for individual screening and one for group screening. The construction and analysis of the screening instruments was conducted based on the results of a stratified sample of 457 children: 244 five-year-olds (M=133 and F=111) and 213 six- year-olds (M=96 and F=117). The results demonstrated that the psychometric features of the individual language skills screening instrument is better than the group screening tool. In other words, the individual language skills screening instrument is a more reliable and objective method. In line with these findings, an explicit recommendation for individual language screening with a reliable and valid instrument in speech-and-language practice can be defined