comppgrehensive arabic lan guage test as a tool for ... · comppgrehensive arabic lan guage test as...

Comprehensive Arabic Language test as a tool for Comprehensive Arabic Language test as a tool for p g gp g g

assessing delayed language impaired Egyptian assessing delayed language impaired Egyptian

childrenchildren

ByBy

Prof. Dr. Yehia Abo Ras Professor of Phoniatrics – Head of unit of Phoniatrics- Alexandria University

P f D S h A fProf. Dr. Soha Aref Professor of Community Medicine – Faculty of Medicine- Alexandria University

Prof Dr Abdou El- Raghy Professor of Arabic Language Faculty of Literature Alexandria universityProf.Dr. Abdou El- Raghy Professor of Arabic Language- Faculty of Literature- Alexandria university

Dr. Omaima Gaber Lecturer of medical statistics- Medical Research Institute- Alexandria University

Dr. Riham El-Maghraby Assistant Lecturer of Phoniatrics- Alexandria University

IntroductionIntroduction

Theories of language acquisitionTheories of language acquisition

Imitation theoryImitation theory

R i f t thR i f t thReinforcement theoryReinforcement theory

The active construction of a grammar theoryThe active construction of a grammar theoryThe active construction of a grammar theoryThe active construction of a grammar theory

Erica H: Language Development, (Erica H: Language Development, (33rdrd ed.). Belmont , CA: Thompson Wadsworth ,ed.). Belmont , CA: Thompson Wadsworth ,20052005

Language developmentLanguage development


Language developmentLanguage development

II-- Phonological developmentPhonological development::The phonation stage (birthThe phonation stage (birth-- 11month)month)

Gooing and cooing stage (Gooing and cooing stage (22--33months)months)

Expansion stage (Expansion stage (44--66months): babbling and full resonant months): babbling and full resonant nucleinuclei

Babbling (Babbling (66--1313months):reduplicate babblingmonths):reduplicate babbling

Vocables (Vocables (1111--14 14 months)months)

First First 15 15 words stage (words stage (11yearyear--1 1 ½ year)½ year)

Lowe R: Phonology: Assessment and intervention. Application in speech pathology. Baltimore: Williams and Lowe R: Phonology: Assessment and intervention. Application in speech pathology. Baltimore: Williams and

Wilkins, Wilkins, 19941994


Phonological processesPhonological processes

II-- SyllableSyllable--structure processesstructure processes

IIII-- Substitution processesSubstitution processes

IIIIII-- Assimilation processesAssimilation processes

Gammon S and Dunn C: Normal and disordered phonology in children , Baltimore: University Park Press, Gammon S and Dunn C: Normal and disordered phonology in children , Baltimore: University Park Press, 19851985

L d lL d l


Language development Language development (cont.)(cont.)

IIII-- Prosodic developmentProsodic development::

Stage I:Stage I: infant vocalizationinfant vocalizationStage I: Stage I: infant vocalizationinfant vocalization

Stage II:Stage II: discrimination of pitch and loudnessdiscrimination of pitch and loudness

Stage III:Stage III: varied vocalization, with varying loudness and varied vocalization, with varying loudness and

pitch rangepitch rangepitch range.pitch range.

Stage IV:Stage IV: appearance of tonicity and tonal contrastivityappearance of tonicity and tonal contrastivity

Stage V:Stage V: appearance of tone unitsappearance of tone units

Kaplan EL: Intonation and language acquisition. Stanford Papers an reports on child language development, Kaplan EL: Intonation and language acquisition. Stanford Papers an reports on child language development, 19701970; ; 11::11--2121



IIIIII-- Syntactic and morphological development:Syntactic and morphological development:

Characteristics Characteristics Chronological age (m.)Chronological age (m.)Linguistic stageLinguistic stage

Use of syntactic relationsUse of syntactic relations1212--2626II

Morphological developmentMorphological development2727--3030IIII

Development of negativeDevelopment of negative3131--3434IIIIII Development of negative, Development of negative,

imperative, interrogationimperative, interrogation

3131--3434IIIIII

E f di iE f di i3535 4040IVIV Emergence of coordination, Emergence of coordination,

complementationcomplementation

3535--4040IVIV

Language developmentLanguage development ( t )( t )



IVIV-- Semantic development:Semantic development:

Overgeneralization of the new words to inappropriateOvergeneralization of the new words to inappropriateOvergeneralization of the new words to inappropriate Overgeneralization of the new words to inappropriate

contexts.contexts.

Underextension of the words to label more finely and Underextension of the words to label more finely and

diff ti t b tt b f ldiff ti t b tt b f ldifferentiate better among members of a classdifferentiate better among members of a class

Clark EV: On the child’s acquisition of antonyms in two semantic fields. Journal of Verb Learning and Verbal Clark EV: On the child’s acquisition of antonyms in two semantic fields. Journal of Verb Learning and Verbal

Behavior, Behavior, 19721972;;1111::750750--88



VV-- Pragmatic development:Pragmatic development:

Pragmatic development during the first Pragmatic development during the first 2 2 yearsyears

Pragmatic development during the preschool agePragmatic development during the preschool age

Pragmatic development during school age and adult yearsPragmatic development during school age and adult years

Gard A, Gillman L et al.: Pragmatic Language Developmental Milestones, Gard A, Gillman L et al.: Pragmatic Language Developmental Milestones, 20002000, g g g p ,, g g g p ,

AssessmentAssessment


Assessment Assessment

TheThe processprocess ofof collecting,collecting, synthesizingsynthesizing andand

interpretinginterpreting informationinformationinterpretinginterpreting informationinformation..

TheThe initialinitial stepstep inin providingproviding clinicalclinical servicesservices..

PurposesPurposes ::

Id tif iId tif i hildhild ithith ll di ddi dIdentifyingIdentifying childrenchildren withwith languagelanguage disordersdisorders..

DesigningDesigning appropriateappropriate languagelanguage interventionintervention programsprograms

MonitoringMonitoring changeschanges resultingresulting fromfrom interventionintervention

Methods of assessmentMethods of assessmentMethods of assessmentMethods of assessment

Obtaining information from parents.Obtaining information from parents.

Direct observation of the child’s performance.Direct observation of the child’s performance.Standardized testsStandardized tests

NonNon--standardized procedures:standardized procedures:Spontaneous language samplesSpontaneous language samples

Elicited production proceduresElicited production procedures

Language comprehensionLanguage comprehension

T t t d di tiT t t d di ti


Test standardizationTest standardization

Standardization requires a number of procedures:

11 Determination of the major variables that affect theDetermination of the major variables that affect the1.1. Determination of the major variables that affect the Determination of the major variables that affect the

scoresscores

22 D t i ti th l iD t i ti th l i2.2. Determination the sample sizeDetermination the sample size

3.3. The method of choosing the sample must involve a The method of choosing the sample must involve a

randomization processrandomization process

4.4. The test must be administered to all subjects The test must be administered to all subjects within a few a few jj

weeks or monthsweeks or months

55 Statistical analysis of the dataStatistical analysis of the data5.5. Statistical analysis of the data.Statistical analysis of the data.


Test standardization Test standardization (cont.)(cont.)

Reliability :Reliability :TestTest--retest methodretest method

Validity:Validity:Judgment validityJudgment validityg yg y

Face validityFace validity

Construct validityConstruct validityyy

Criterion related validityCriterion related validity

SensitivitySensitivitySensitivitySensitivity

SpecificitySpecificity


Criteria of reliable and valid preschool assessmentCriteria of reliable and valid preschool assessment::

Not to make child anxious.

Obtain information on the same content area from

multiple and diverse sourcesmultiple and diverse sources.

The length of the assessment.g

Appropriate sampling methods.

Aim of the workAim of the work

Develop,Develop, constructconstruct aa detaileddetailed comprehensivecomprehensive

assessmentassessment batterybattery forfor ArabicArabic languagelanguage

hh li bilili bili dd lidilidi ii dd ii ii hhTestTest thethe reliabilityreliability andand validityvalidity inin orderorder toto useuse itit inin thethe

earlyearly detectiondetection ofof subtlesubtle changeschanges inin thethe variousvariousearlyearly detectiondetection ofof subtlesubtle changeschanges inin thethe variousvarious

componentscomponents ofof languagelanguage inin casescases ofof languagelanguagepp g gg g g gg g

impairedimpaired childrenchildren..

Subjects Subjects

540540 children ,children ,the Unit of Phoniatrics, ENT the Unit of Phoniatrics, ENT

d F l f M di id F l f M di idepartment, Faculty of Medicine.department, Faculty of Medicine.

Age rangeAge range ((22 66 years)years)Age range Age range ((22--6 6 years).years).

2 2 groups:groups:g pg p

Group I Group I ((320 320 normal children)normal children)

Group II Group II ((220 220 language impaired children)language impaired children)

Pilot st dPilot st d ((100100 hild )hild )Pilot study Pilot study ((100 100 children)children)

MethodsMethodsMethodsMethods

II-- ElementaryElementary DiagnosticDiagnostic ProceduresProcedures..

IIII-- ClinicalClinical DiagnosticDiagnostic AidsAids

AA-- History taking:History taking:Personal data.Personal data.IIII-- ClinicalClinical DiagnosticDiagnostic AidsAids..Past history of feeding, illnesses and febrile attacks.Past history of feeding, illnesses and febrile attacks.

Perinatal, natal and postnatal history.Perinatal, natal and postnatal history.

IIIIII-- TestTest descriptiondescriptionDevelopmental milestones.Developmental milestones.

BB-- Examination:Examination:BB Examination:Examination:General examination.General examination.

Ear nose and throat examinationEar nose and throat examinationEar, nose and throat examination.Ear, nose and throat examination.

Neurological examination.Neurological examination.


II-- ElementaryElementary DiagnosticDiagnostic ProceduresProcedures..IIII-- ClinicalClinical DiagnosticDiagnostic AidsAids..

IIII-- ClinicalClinical DiagnosticDiagnostic AidsAids

AA-- Psychometric evaluation:Psychometric evaluation:

Stanford Binet intelligence scaleStanford Binet intelligence scaleIIII-- ClinicalClinical DiagnosticDiagnostic AidsAids..Stanford Binet intelligence scaleStanford Binet intelligence scale

Vineland social maturity scaleVineland social maturity scale

IIIIII-- TestTest descriptiondescriptionProgressive Matrices of RavenProgressive Matrices of Raven

Denver Developmental Screening testDenver Developmental Screening testDenver Developmental Screening testDenver Developmental Screening test

BB-- Formal language assessment Formal language assessment using the Arabic using the Arabic

Language test Language test (Kotby, (Kotby, 19951995).).

di l i ldi l i lCC-- Audiological assessment.Audiological assessment.


II-- ElementaryElementary DiagnosticDiagnostic ProceduresProcedures..IIIIII-- TestTest descriptiondescription

IIII-- ClinicalClinical DiagnosticDiagnostic AidsAidsThe Comprehensive Arabic Language testThe Comprehensive Arabic Language test is a test is a test IIII-- ClinicalClinical DiagnosticDiagnostic AidsAids..

battery, composed of battery, composed of 5 5 subtests.subtests.

II Test of phonology:Test of phonology:IIIIII-- TestTest descriptiondescriptionII-- Test of phonology:Test of phonology:

71 71 wordswords

Each Arabic phoneme is assessed in different positionEach Arabic phoneme is assessed in different position

Correct articulation of the corresponding pictureCorrect articulation of the corresponding pictureCorrect articulation of the corresponding picture.Correct articulation of the corresponding picture.

Scoring of the testScoring of the test

IIIIII-- Test description:Test description:IIIIII Test description: Test description: Test of phonologyTest of phonology

Video sampleVideo sample Record formRecord formse

s Consonant inventoryCircle the i or m or f to indicate an error on an init ial o r med ial or final consonant

mos

Not

sCircle the i or m or f to indicate an error on an init ial o r med ial or final consonant odelean

scri

ptio

n's

chil

d's

wor

dd

ti

ord

corr

ect

Tar

get w

ord

edT

raof

Wo

/b/

/t/

//g/

/h/

/x/

/d/

//r/

/z/

/s/

////////f/

/q/

/k/

/l/

/m/

/n/

/h/

/w/

/y/

fا f باب if بيت i f تين fi بوء

fi f i جيب i خوخ f i موز i f فيل i f ذيل


IIIIII-- TestTest descriptiondescription

IIII-- Test of semantics:Test of semantics:

214214 ii214 214 itemsitems

Recognize and name :Recognize and name :gg

Different semantic groups e.g. body parts, clothes, vegetables, Different semantic groups e.g. body parts, clothes, vegetables,

i li lanimals….animals….

Other concepts e.g. direction, quantity, time, matching.Other concepts e.g. direction, quantity, time, matching.

Total semantics scoreTotal semantics score


IIIIII TT d i id i iIIIIII-- TestTest descriptiondescriptionTest of semantics (Record form)Test of semantics (Record form)

البنت دى تحت و البنت دى البنت دى تحت و البنت دى فوقفوقفين قطة فوق عربيةفين قطة فوق عربيةفوقفوقواقفة فينواقفة فين

د ده نازلنازلفين أرنب ودانه نازلة لتحتفين أرنب ودانه نازلة لتحتنازلنازل وق و الول اور ف ت بتش د ده البن وق و الول اور ف ت بتش البنبيشاوربيشاوربيشاوربيشاور

الكوباية دى مليانة و دىالكوباية دى مليانة و دىفاضىفاضىفين طبق فاضى قدام القطةفين طبق فاضى قدام القطةفاضىفاضىالكلب ده فوق السرير و دهالكلب ده فوق السرير و دهتحتتحتفين آورة تحت الترابيزةفين آورة تحت الترابيزةتحتتحت

العصفورة دى األوطى و دىالعصفورة دى األوطى و دىاألعلىاألعلىفين البالونة األعلىفين البالونة األعلىاألعلىاألعلى

الكلب ده عنده ودنين و دهالكلب ده عنده ودنين و دهمفقودمفقودفين اراجوز من غير طرطورفين اراجوز من غير طرطورمفقودمفقود

الكورة هنا واقفة فينالكورة هنا واقفة فينجنبجنبمين واقف جنب األرنبمين واقف جنب األرنبجنبجنب

ده حصان واحد و ده حصانده حصان واحد و ده حصانتطابقتطابقفين تفاحة زى دىفين تفاحة زى دىتطابقتطابق

اللعبة دى نازلة لتحت و دىاللعبة دى نازلة لتحت و دىطالعطالعفين آلب طالع السلمفين آلب طالع السلمطالعطالع

ان انل انةل ل ازازة ن انةف ل ازازة ن انف انل دل ة فاض د ة ا دالك ة فاض د ة ا الك الكوباية دى فاضية و دىالكوباية دى فاضية و دىمليانمليانفين ازازة مليانةفين ازازة مليانةمليانمليان

الزراير دى جوة العلبة و دىالزراير دى جوة العلبة و دىبرةبرةفين لعبة برة الصندوقفين لعبة برة الصندوقبرةبرة

الصورة دى فيها ايهالصورة دى فيها ايهآلآلفين آل الجزم هنافين آل الجزم هناآلآل

دى عربية بعيدة عن البيت ودىدى عربية بعيدة عن البيت ودىاألقرباألقربفين الكلب األقرب للشجرةفين الكلب األقرب للشجرةاألقرباألقرب

البنت دى بترآب العربية و دىالبنت دى بترآب العربية و دىخلصخلصفين الطفل اللى خلص أآلفين الطفل اللى خلص أآلخلصخلص

الدبة دى األآبر و دىالدبة دى األآبر و دىأصغرأصغرفين أصغر سمكةفين أصغر سمكةأصغرأصغر

IIIIII-- Test descriptionTest descriptionIIIIII Test descriptionTest descriptionTest of semanticsTest of semantics

Part IIPart II Part IPart I



IIIIII-- Test of the morphology:Test of the morphology:

56 56 questionsquestions

Different morphological structures e.g. personal pronouns, Different morphological structures e.g. personal pronouns,

plurals, verb tense, negation, derivation...plurals, verb tense, negation, derivation...

S f h i h f hS f h i h f hScore of the test is the sum of the correct answers.Score of the test is the sum of the correct answers.


IIIIII-- TestTest descriptiondescriptionIIIIII-- TestTest descriptiondescription

Test of expressive morphology(Record form)(Record form)

ر رالعن رالدرجةالدرجةالعن رالعن الدرجةالدرجةالعن الدرجةالدرجةالعنصرالعنصرالدرجةالدرجةالعنصرالعنصر

))صيادينصيادين.........(.........(ده صياد و دول آلهم ده صياد و دول آلهم - - --2929))ولدولد......(......(الصورة دى فيها ايه؟ الصورة دى فيها ايه؟ --11

))مكعباتمكعبات......(......(ده مكعب و دول آلهم ده مكعب و دول آلهم - - --3030))آورةآورة......(......(الصورة دى فيها ايه؟الصورة دى فيها ايه؟ --22

....... ....... مين يلبس البنطلون؟مين يلبس البنطلون؟. . دى بنت و ده ولد دى بنت و ده ولد --33) ) الولدالولد((

))ساعاتساعات.......(.......(دى ساعة و دول آلهم دى ساعة و دول آلهم --3131

))سنانسنان.......(.......(الولد ده عنده سنة هنا عندهالولد ده عنده سنة هنا عنده --3232))البنتالبنت................ (................ (و مين يلبس الفستان؟و مين يلبس الفستان؟ --44

))سكاآينسكاآين.........(.........(دى سكينة و دول آلهم دى سكينة و دول آلهم -- -- 3333))قلمقلم.......(.......(الصورة دى فيها ايه؟الصورة دى فيها ايه؟ --55

))مفاتيحمفاتيح.......(.......(ده مفتاح و دول آلهم ده مفتاح و دول آلهم --3434))ولدولد.......(.......(الصورة دى فيها ايه؟الصورة دى فيها ايه؟ --66

المكنسة دى بتاعت المكنسة دى بتاعت . . الست دى معاها مكنسةالست دى معاها مكنسة --3535الدبة دى تبقى ؟الدبة دى تبقى ؟ آمانآمانلو الفيل ده آبير لو الفيل ده آبير --77 بير ي بيرو ي ىننو ب ىب ب ب))آبيرةآبيرة.......(.......(

بب))بتاعتهابتاعتها...........(...........(مين؟مين؟

....... ....... لوالولد ده قصير آمان البنت دى تبقى ؟لوالولد ده قصير آمان البنت دى تبقى ؟ --88))قصيرةقصيرة((

الجزرة دى بتاعت الجزرة دى بتاعت . . األرنب معاه جزرةاألرنب معاه جزرة --3636))بتاعتهبتاعته.....(.....(مين؟ مين؟


IIIIII TestTest descriptiondescriptionIIIIII-- TestTest descriptiondescription

Test of expressive morphologyp p gy



IVIV-- Test of the syntax:Test of the syntax:

The receptive syntactic ability (repeating The receptive syntactic ability (repeating 10 10 sentences, sentences,

followingfollowing 88 directives and answeringdirectives and answering 77 questionsquestionsfollowing following 8 8 directives and answering directives and answering 7 7 questions.questions.

The expressive syntactic ability (describing The expressive syntactic ability (describing 10 10 actions, actions,

sequencing sequencing 4 4 events).events).

Score of the testScore of the test


IIIIII TestTest descriptiondescriptionIIIIII-- TestTest descriptiondescriptionTest of syntax

(Record form)(Record form)

النموذجالنموذجالدرجةالدرجة

ورينى مكعبين لونهم أزرقورينى مكعبين لونهم أزرق - - 11

خد آل المكعبات اللى لونهم أبيض مش أزرقخد آل المكعبات اللى لونهم أبيض مش أزرق - - 22

أ ش أك ش ك ورنى مكعب مش أزرقورنى مكعب مش أزرق - - 33

حط مكعب أصفر فوق مكعب أسودحط مكعب أصفر فوق مكعب أسود - - 44

الورقة--55 فوق مكعبين و الورقة تحت واحد مكعب حط ورقة الورقةدى فوق مكعبين و الورقة تحت واحد مكعب حط ورقة دى ور 55 وق بين ور و ب و ورى ور وق بين ور و ب و ى ور

مكعبات لونهم أبيض فوق بعض مكعبات لونهم أبيض فوق بعض 33و و ) ) ناحية الطفلناحية الطفل((مكعبات لونهم أصفر فوق بعض هنا مكعبات لونهم أصفر فوق بعض هنا 33حط حط - - 66))ناحية الطبيبناحية الطبيب((هنا هنا

وقع المكعبات بتاعتك بعد ما توقع بتوعىوقع المكعبات بتاعتك بعد ما توقع بتوعى - - 77

حط مكعب لونه أصفر بين مكعب أزرق و مكعب أبيضحط مكعب لونه أصفر بين مكعب أزرق و مكعب أبيض - - 88

المجموعالمجموع



fTest of syntax



VV-- TestTest ofof pragmaticspragmatics::

AnswerAnswer 4242 questionsquestions denotingdenoting differentdifferent speechspeech actsacts ee..gg..

requestingrequesting regulatingregulating informinginforming expressingexpressing andand organizingorganizingrequesting,requesting, regulating,regulating, informing,informing, expressingexpressing andand organizingorganizing

devicesdevices..

TheThe scorescore ofof thethe testtest isis thethe sumsum ofof thethe correctcorrect answersanswers..


IIIIII TestTest descriptiondescriptionIIIIII-- TestTest descriptiondescriptionTest of pragmatics

(Record form)(Record form)

Speech actSpeech actQuestion Question Key of answersKey of answersScore Score

Organizing devices Organizing devices (politeness markers)(politeness markers)

):):11((صورةصورةالبنت دى شافت الولد ده و هو البنت دى شافت الولد ده و هو

و آان معاها و آان معاها ..بيرسم صورة بألوانهبيرسم صورة بألوانهأأ

::الطلب يجب أن يكون مهذباالطلب يجب أن يكون مهذباممكن أستلف ألوانك؟ ممكن استخدم ألوانك؟ ممكن لو ممكن أستلف ألوانك؟ ممكن استخدم ألوانك؟ ممكن لو - - 11

سمحت تدينى ألوانك؟سمحت تدينى ألوانك؟أأأأأ أ أأ أ أ تفتكرتفتكر. . ورقة لكن ماآنش معاها ألوانورقة لكن ماآنش معاها ألوان

ازاى تطلب من الولد انه يسلفها ازاى تطلب من الولد انه يسلفها ألوانه؟ألوانه؟

..أنا حأستخدم ألوانكأنا حأستخدم ألوانك. . هات ألوانكهات ألوانك. . أنا عايزة دولأنا عايزة دول - - 00

Requesting (asking Requesting (asking صوره صوره))األجابه يجب أن تدل على ان الولد يسأل الولد اآلخر األجابه يجب أن تدل على ان الولد يسأل الولد اآلخر ):):22permission for action)permission for action) يلعبوا يلعبوا ببده ولد بيتفرج على أوالد ده ولد بيتفرج على أوالد

آوره هوآمان عاوز يلعب آوره آوره هوآمان عاوز يلعب آوره معاهم تفتكر حيسأل الولد ده ايه؟معاهم تفتكر حيسأل الولد ده ايه؟

بامكانيه مشارآته اللعبهبامكانيه مشارآته اللعبهممكن ألعب معاآم؟ ممكن ألعب معاآم؟ - - 11 بتعملو ايه؟ أنتم مبسوطين؟بتعملو ايه؟ أنتم مبسوطين؟ - - 00

Regulating (warning)Regulating (warning)تحذير):):33((رةرة عل ى تحت ان يجب تحذيراألجابه عل ى تحت ان يجب األجابه Regulating (warning)Regulating (warning)33((صورةصورة:(:(أخته أخته . . الولد ده آان بيمشى مع أختهالولد ده آان بيمشى مع أخته

شافت حفرة و خافت لحسن أخوها شافت حفرة و خافت لحسن أخوها تفتكر قالت له ايه؟تفتكر قالت له ايه؟. . يقع فيها يقع فيها

األجابه يجب ان تحتوى على تحذيراألجابه يجب ان تحتوى على تحذير . .ماأعرفشماأعرفش--00. .. .ما تمشيش فيهاما تمشيش فيها , ,خالى بالك فى حفرة خالى بالك فى حفرة - - 11

..احنا ماشيين غلط انت ماشى فيناحنا ماشيين غلط انت ماشى فين


IIIIII T tT t d i tid i tiIIIIII-- TestTest descriptiondescription

Test of pragmaticsTest of pragmatics



The test materials :The test materials :

11-- Cards of white glossy colored pictures Cards of white glossy colored pictures g y pg y p

22-- Twelve cubes colored with white, black, yellow and blue.Twelve cubes colored with white, black, yellow and blue.



The final language scoreThe final language score is the sum of the total scores of:is the sum of the total scores of:g gg g

Test of semanticsTest of semantics

Test of expressive morphologyTest of expressive morphology

T fT fTest of syntaxTest of syntax

Test of pragmaticsTest of pragmaticsp gp g

RESULTSRESULTSRESULTSRESULTS

The result of this study is divided into:The result of this study is divided into:yy

II-- Demographic dataDemographic data

IIII-- ReliabilityReliability

IIIIII-- ValidityValidityControlControl Cases Cases

IIIIII-- ValidityValidity

IVIV-- Sensitivity and specificitySensitivity and specificity

VV-- Correlation between the demographic data and the Correlation between the demographic data and the

responses of all test itemsresponses of all test itemsresponses of all test itemsresponses of all test items

VIVI-- Diagnostic profileDiagnostic profile



Cases Cases Control Control

23.880

10010 10

24

3.6100

20.04 26.6

41.1

16.6

40

60

80

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33.921.7 24

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The result of this study is divided into:The result of this study is divided into:

II D hi d tD hi d tIIII-- ReliabilityReliabilityII-- Demographic dataDemographic data

IIII-- ReliabilityReliability1 1 1 1 1

0 971

1,02 yy

IIIIII-- ValidityValidity 0,940,92

0,97

0,910,93

0 920,940,960,98

IVIV-- Sensitivity and specificitySensitivity and specificity

VV-- Correlation between the demographic data and theCorrelation between the demographic data and the0,860,880,9

0,92

Kappa testVV-- Correlation between the demographic data and the Correlation between the demographic data and the

responses of all test itemsresponses of all test itemsph

onolo

gy

sem

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s

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The result of this study is divided into:The result of this study is divided into:

II D hi d tD hi d tIIIIII-- ValidityValidityII-- Demographic dataDemographic data

IIII-- ReliabilityReliability11-- Content validityContent validity

22-- Construct validityConstruct validity::yy


22 Construct validityConstruct validity: : AA--Internal consistencyInternal consistency

BB ItemItem total correlation (>total correlation (>00 33 considered good correlationconsidered good correlationIVIV-- Sensitivity and specificitySensitivity and specificity

VV Correlation between the demographic data and theCorrelation between the demographic data and the

BB--ItemItem--total correlation (>total correlation (>00..3 3 considered good correlation considered good correlation with the total).with the total).


responses of all test itemsresponses of all test items




CC-- Correlation between the final language score and Correlation between the final language score and each test scoreeach test scoreeach test scoreeach test score

Final language score Final language score SubtestSubtest g gg g(correlation coefficient)(correlation coefficient)

--00..9292****Test of phonologyTest of phonology 00..9292Test of phonologyTest of phonology

00..9999****Test of semanticsTest of semantics

00..9292****Test of expressive morphologyTest of expressive morphology

00..9696****Test of syntaxTest of syntax

00..9494****Test of pragmaticsTest of pragmatics



33-- CriterionCriterion relatedrelated validityvalidity::33 CriterionCriterion relatedrelated validityvalidity::

HighlyHighly significantsignificant MannMann--WhitneyWhitney testtest andand areaarea underunder

thethe curvecurve

ThTh bilibili diff idiff i bb hh llTheThe greatergreater abilityability toto differentiatedifferentiate betweenbetween thethe normalnormal

andand delayeddelayed languagelanguage childrenchildrenyy g gg g

TheThe cutcut--offoff valuesvalues..



44-- Convergent and divergent validity:Convergent and divergent validity:

Test of Test of ii

Test of Test of Test of expressive Test of expressive h lh l

Test of Test of ii

Test of Test of h lh l pragmaticspragmaticssyntaxsyntaxmorphologymorphologysemanticssemanticsphonologyphonology

00..262600..8888******00..8585******00..8989******--00..9191******ALTALT

00..101000..121200..111100..040400..2121VSMSVSMS

00..222200..111100..212100..020200..1212PMRPMR 00..222200..111100..212100..020200..1212

00..181800..020200..111100..101000..0404DDSTDDST(personal(personal--

i l)i l)social)social)


The result of this study is divided into:The result of this study is divided into:IVIV-- Sensitivity and specificitySensitivity and specificityII-- Demographic dataDemographic data


IVIV Sensitivity and specificitySensitivity and specificity

IIII ReliabilityReliability

IIIIII-- ValidityValidityAllAll teststests ofof thethe ComprehensiveComprehensive ArabicArabic LanguageLanguage testtest

h dh d hi hhi h iti ititi it dd ifi itifi it dd ff 8787 55IVIV-- Sensitivity and specificitySensitivity and specificity

VV C l ti b t th d hi d t d thC l ti b t th d hi d t d th

showedshowed highhigh sensitivitysensitivity andand specificityspecificity rangedranged fromfrom 8787..55

toto 100100 atat thethe identifiedidentified cutcut--offoff valuesvalues inin allall ageageVV-- Correlation between the demographic data and the Correlation between the demographic data and the

responses of all test itemsresponses of all test items

toto 100100 atat thethe identifiedidentified cutcut offoff valuesvalues inin allall ageage

categoriescategories..



VV Correlation between the demographic data and theCorrelation between the demographic data and theThe result of this study is divided into:The result of this study is divided into:

VV-- Correlation between the demographic data and the Correlation between the demographic data and the responses of all test itemsresponses of all test items


IIII ReliabilityReliability GirlsGirlsBoysBoysIIII-- ReliabilityReliability

IIIIII-- ValidityValidityP valueP value

Girls Girls Boys Boys

Range Range Median Median Range Range Median Median

00 8181((00 234234))9191((00 234234))9595T t f h lT t f h l

IVIV-- Sensitivity and specificitySensitivity and specificity00..8181((00--234234))9191((00--234234))9595Test of phonologyTest of phonology

00..3636((2424--207207))9393((2424--209209))9393Test of semanticsTest of semantics


responses of all test itemsresponses of all test items00..2424((44--5656))2929((44--5656))2929Test of exp. MorphologyTest of exp. Morphology

00 2323(( 44 ))11(( 44 ))1818ffpp

VIVI-- Diagnostic profileDiagnostic profile00..2323((55--4545))1717((55--4747))1818Test of syntaxTest of syntax

00..1212((00--4040))99((00--4242))1212Test of pragmaticsTest of pragmatics

00 2222((3333 343343))150150((3333 347347))150150Final language scoresFinal language scores 00..2222((3333--343343))150150((3333--347347))150150Final language scoresFinal language scores


VV-- Correlation between the demographic data and the Correlation between the demographic data and the responses of all test itemsresponses of all test itemsresponses of all test itemsresponses of all test items

Sch admSch admSocio classSocio classM educationM educationF educationF educationResidenceResidence Sch.adm.Sch.adm.Socio.classSocio.classM.educationM.educationF.educationF.educationResidence Residence

P valueP valueP valueP valueP valueP valueP valueP valueP valueP value

00..0000****--00..0505****00..0000****00..0000****00..0505****Test of phonologyTest of phonologyp gyp gy

00..0000****00..323200..0000****00..0000****00..0202****Test of semanticsTest of semantics

00..0000****00..0000****00..0000****00..0000****00..0000****Test of exp. Test of exp. MorphologyMorphology

00..0000****00..141400..0000****00..0000****00..1919Test of syntaxTest of syntax

00..0000****00..898900..0000****00..0000****00..1818Test of pragmaticsTest of pragmatics

00..0000****00..212100..0000****00..0000****00..0303****Final language Final language scoresscoresscoresscores


The result of this study is divided into:The result of this study is divided into:VIVI-- Diagnostic profile: Diagnostic profile:

T f h lT f h lII-- Demographic dataDemographic data

IIII ReliabilityReliability

Test of phonologyTest of phonology

100100120


IIIIII-- ValidityValidity66,7 66,7 66,7

100

58,357,1 57,1 57,1 57,1 57,16080

100

IVIV-- Sensitivity and specificitySensitivity and specificity33,3 33,3 33,3

25 2516,7 16,7

02040 24m

53- 56m

69 72VV-- Correlation between the demographic data and the Correlation between the demographic data and the

responses of all test itemsresponses of all test itemssim

ilatio

n

front

ingFCD

WSD

stopp

ing

glidin

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taliz

ation

caliz

ation

back

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devo

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VIVI-- Diagnostic profileDiagnostic profileas

sim f st

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T f iT f iTest of semanticsTest of semantics



Test of expressive morphology



Test of syntax



250%

300% Test of pragmatics

100%

100% 100% 100%

200%

250%

100%

85.70% 85% 71.40%

83.30%

100%

150% 69-72 m.

53-56 m.

50%33.30% 41.70%

25%

58.30%57.10%

50%

100%24 m.

25%

0%

Organizing devices

Requesting Regulating Expressing Informingdevices

11 Age rangeAge range

DiscussionDiscussionDiscussionDiscussion

11-- Age rangeAge range

TheThe rangerange waswas chosenchosen toto bebe representativerepresentative toto thethe

preschoolpreschool periodperiod ::preschoolpreschool periodperiod ::

TheThe maximummaximum languagelanguage developmentdevelopment occursoccurs..

MostMost ofof thethe parentsparents seekedseeked medicalmedical adviceadvice whenwhen theythey noticednoticed aa

languagelanguage problemproblemlanguagelanguage problemproblem

ForFor earlyearly detectiondetection ofof anyany deviancedeviance inin languagelanguage acquisitionacquisition..


22-- The choice of the number of sample for The choice of the number of sample for each age rangeeach age rangeeach age rangeeach age range

TheThe categorizationcategorization waswas dependeddepended uponupon equalizationequalization

ofof thethe samplesample numbernumber forfor allall ageage categoriescategories..

ThTh ff thth i t li t l hh tt d t td t t ththTheThe fourfour monthsmonths ageage intervalinterval waswas chosenchosen toto detectdetect thethe

minorminor changechange inin thethe developmentdevelopment ofof eacheach languagelanguage

componentcomponent testedtested..


33-- The time of administrationThe time of administration

6060 minmin forfor thethe fivefive subtestssubtests applicationapplication..

ii didi hh dd hhTwoTwo sessionssessions accordingaccording toto thethe responseresponse andand thethe ageage

ofof thethe childchild..ofof thethe childchild..

ThisThis relativerelative longlong periodperiod allowedallowed testingtesting ofof allall thethe

fivefive componentscomponents ofof thethe languagelanguage andand notnot onlyonly oneone

ii ff hh llcomponentcomponent asas inin mostmost ofof thethe languagelanguage teststests..

44 Results of the test standardizationResults of the test standardization


44-- Results of the test standardizationResults of the test standardization

AA ReliabilityReliability::AA-- ReliabilityReliability::

TheThe ComprehensiveComprehensive ArabicArabic LanguageLanguage testtest (CALT)(CALT) waswasprovedproved toto bebe highhigh byby thethe testtest--retestretest techniquetechnique andand thetheinternalinternal consistencyconsistency..

TheThe mostmost commonlycommonly usedused methodsmethods asas inin thethe testtest ofofAuditoryAuditory ComprehensionComprehension ofof LanguageLanguageAuditoryAuditory ComprehensionComprehension ofof LanguageLanguage..

TheThe testtest--retestretest methodmethod waswas carriedcarried onon thethe pilotpilot studystudy withwith22 kk i li l hh ff ff hh hildhild illill22 weeksweeks intervalinterval soso thethe performanceperformance ofof thethe childchild willwill notnotbebe influencedinfluenced byby learninglearning oror normalnormal developmentdevelopment ofof thethelanguagelanguage..

55 Results of the test standardizationResults of the test standardization


55-- Results of the test standardizationResults of the test standardization

BB-- ValidityValidity::

TheThe methodsmethods werewere chosenchosen inin orderorder toto proveprove validityvalidityTheThe methodsmethods werewere chosenchosen inin orderorder toto proveprove validityvalidityofof thethe testtest withwith greatergreater numbernumber ofof methodsmethods toto assumeassumethatthat thethe testtest isis highlyhighly validvalidthatthat thethe testtest isis highlyhighly validvalid..

TheThe internalinternal consistencyconsistency coefficientscoefficients werewere basedbased onon aasinglesingle administrationadministration ofof thethe testtest andand thusthus werewere easyeasy totoestimateestimate..


CC-- Sensitivity and SpecificitySensitivity and Specificity

TheThe ComprehensiveComprehensive ArabicArabic LanguageLanguage testtest

(CALT)(CALT) provedproved toto bebe highlyhighly sensitivesensitive andand specificspecific..

FewFew languagelanguage teststests usedused sensitivitysensitivity andand specificityspecificity asasFewFew languagelanguage teststests usedused sensitivitysensitivity andand specificityspecificity asas

aa methodmethod ofof standardizationstandardization asas inin thethe LanguageLanguage

ScreeningScreening InstrumentInstrument (SNEL)(SNEL) andand ParentParent

AdministeredAdministered LanguageLanguage testtest (PAL)(PAL)..AdministeredAdministered LanguageLanguage testtest (PAL)(PAL)..


DD-- Normative scoresNormative scores

TheThe normativenormative scoresscores areare expressedexpressed inin languagelanguage agesagesTheThe normativenormative scoresscores areare expressedexpressed inin languagelanguage ages,ages,

quotients,quotients, medianmedian ,, maximummaximum andand minimumminimum..

TheseThese resultsresults werewere consistentconsistent withwith thatthat inin thethe UtahUtah testtest

ofof LanguageLanguage DevelopmentDevelopment whichwhich dependeddepended onlyonly ononofof LanguageLanguage DevelopmentDevelopment whichwhich dependeddepended onlyonly onon

languagelanguage ageage equivalentequivalent andand quotientsquotients..

TheThe standardstandard scoresscores andand percentilepercentile equivalentsequivalents couldcould

notnot bebe establishedestablished becausebecause ofof thethe smallsmall sizesize ofof thethenotnot bebe establishedestablished becausebecause ofof thethe smallsmall sizesize ofof thethe

standardizationstandardization samplesample..

DD Normative scores (cont )Normative scores (cont )


DD-- Normative scores (cont.)Normative scores (cont.)

TheThe ComprehensiveComprehensive ArabicArabic LanguageLanguage testtestTheThe ComprehensiveComprehensive ArabicArabic LanguageLanguage testtest

(CALT)(CALT) ::(CALT)(CALT) ::

NormNorm--referencedreferenced testtest..

Standardized,Standardized, formalformal proceduresprocedures forfor administering,administering, timingtiming

andand scoringscoring..

MostMost ofof thethe languagelanguage teststests areare normnorm--referencedreferenced teststests

asas inin HoustonHouston testtest ofof LanguageLanguage DevelopmentDevelopment..

EE Di ti filDi ti fil


EE-- Diagnostic profile Diagnostic profile

TheThe percentagespercentages ofof thethe phonologicalphonological processesprocessesd dd d bb hh i ii i ffdecreaseddecreased byby thethe increasingincreasing ofof ageage..

TheThe findingsfindings ofof thethe testtest ofof semanticssemantics werewere similarsimilar totothethe resultsresults ofof Kotby,Kotby, 19951995 whowho notednoted thatthat aa childchild agedaged22--33 yearsyears knewknew mostmost ofof thethe semanticsemantic groupsgroups

TheThe findingsfindings ofof thethe expressiveexpressive morphologymorphology wereweresimilarsimilar toto thethe resultsresults notednoted byby ElEl--Gabaly,Gabaly,20032003yy y,y,

Kotby MN, Khairy A, et al.: Language testing of arabic speaking children. Proceedings of the XXIII World Congress of the Kotby MN, Khairy A, et al.: Language testing of arabic speaking children. Proceedings of the XXIII World Congress of the International Association of Logopedics and Phoniatrics. Cairo, International Association of Logopedics and Phoniatrics. Cairo, 66--1010. august Kotby MN, (ed.), . august Kotby MN, (ed.), 19951995::263263--6666

CONCLUSIONCONCLUSIONCONCLUSIONCONCLUSION

TheThe ComprehensiveComprehensive ArabicArabic LanguageLanguage testtest (CALT)(CALT)TheThe ComprehensiveComprehensive ArabicArabic LanguageLanguage testtest (CALT)(CALT)

isis aa validvalid ,, reliablereliable ,, highlyhighly sensitivesensitive andand specificspecific testtest

ThTh E iE i filfil ff ll d ld l ii ll

isis aa validvalid ,, reliablereliable ,, highlyhighly sensitivesensitive andand specificspecific testtest

ThTh E iE i filfil ff ll d ld l ii llTheThe EgyptianEgyptian profileprofile ofof languagelanguage developmentdevelopment isis nearlynearly

thethe samesame asas thethe westernwestern profilesprofiles exceptexcept forfor minimalminimal

TheThe EgyptianEgyptian profileprofile ofof languagelanguage developmentdevelopment isis nearlynearly

thethe samesame asas thethe westernwestern profilesprofiles exceptexcept forfor minimalminimalthethe samesame asas thethe westernwestern profilesprofiles exceptexcept forfor minimalminimal

differencesdifferences..

thethe samesame asas thethe westernwestern profilesprofiles exceptexcept forfor minimalminimal

differencesdifferences..

TheThe firstfirst studystudy toto measuremeasure thethe normalnormal developmentdevelopment ofofTheThe firstfirst studystudy toto measuremeasure thethe normalnormal developmentdevelopment ofof

ArabicArabic languagelanguage inin thethe EgyptianEgyptian childrenchildren inin detailsdetails forfor

eacheach languagelanguage componentcomponent

ArabicArabic languagelanguage inin thethe EgyptianEgyptian childrenchildren inin detailsdetails forfor

eacheach languagelanguage componentcomponenteacheach languagelanguage componentcomponent..eacheach languagelanguage componentcomponent..

RecommendationRecommendationRecommendationRecommendation

Larger samples of children that might represent variousg p g pareas in Egypt.

Mi i i ti f th i t l t 3 thMinimization of the age interval to 3 months.

Giving some care to the age period below 2 years.

Apply the test to delayed language developmentchildren in order to assess the effectiveness of thechildren in order to assess the effectiveness of thelanguage therapy.

RecommendationRecommendationRecommendationRecommendation

The percentile rank and quotient for the test throughadministering the test on a larger number of normalchildren.

Large sample of delayed language developmentchildren in order to identify the diagnostic linguisticy g gcriteria for each etiological category.

Apply informal testing of pragmatics e.g. turn-takingApply informal testing of pragmatics e.g. turn takingand story telling.

comppgrehensive arabic lan guage test as a tool for ... · comppgrehensive arabic lan guage test as...

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