Date of Award
Master of Science (MS)
Communication Disorders and Sciences
Robert M. Augustine
Current literature in the field of communication disorders suggests that traditional norm-referenced tests may yield erroneous or misleading information regarding a child's level of language acquisition. Additional research suggests that the most valid and reliable technique for determining a client's level of linguistic expertise is language sampling and analysis. Language sampling and analysis has traditionally been rejected as a means of evaluation, especially for the school-age child, due to the length of time necessary to complete such analyses. In recent years, language sampling and analysis techniques have been redesigned as computer software application programs. Computer software application programs may significantly reduce the time required to complete language sampling and analysis and increase the application of this validated method of language assessment. Implementation of language sampling and analysis procedures through software application would reduce the reliance on traditional norm-referenced tests thereby increasing the reliability and validity of language assessments.
The purpose of this research was to compare both the time required and the time to data ratio in three assessment paradigms. These paradigms include the traditional norm-referenced assessment, the traditional "by-hand" language sampling and computer-assisted language analysis procedure, and the sampling and analysis procedure. Significant differences among assessment times suggested that computer-assisted langauge analysis took significantly less time than manual language sample analysis. Analysis of time/data ratio indicated that computer-assisted analysis provided the most information per unit of time. These results supported the use of computer-assisted software programs for speech and language service providers.
Helmke, Michel P., "A Comparison of Norm-Referenced, Traditional, and Computer-Assisted Language Assessments" (1987). Masters Theses. 2588.
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