PURPOSE We investigated and compared the outcomes from two standardized, norm-referenced screening assessments of language (i.e., Clinical Evaluation of Language Fundamentals Preschool-Second Edition [CELFP-2], Diagnostic Evaluation of Language Variation-Screening Test [DELV-ST]) with African American preschoolers whose spoken dialect differed from that of General American English (GAE). We (a) described preschoolers' performance on the CELFP-2 Core Language Index (CLI) and its subtests with consideration of degree of dialect variation (DVAR) observed, (b) investigated how the application of dialect-sensitive scoring modifications to the expressive morphology and syntax Word Structure (WS) subtest affected CELFP-2 CLI scores, and (c) evaluated the screening classification agreement rates between the DELV-ST and the CELFP-2 CLI. METHOD African American preschoolers (N = 284) completed the CELFP-2 CLI subtests (i.e., Sentence Structure, WS, Expressive Vocabulary) and the DELV-ST. Density of spoken dialect use was estimated with the DELV-ST Part I Language Variation Status, and percentage of DVAR was calculated. The CELFP-2 WS subtest was scored with and without dialect-sensitive scoring modifications. RESULTS Planned comparisons of CELFP-2 CLI performance indicated statistically significant differences in performance based on DELV-ST-determined degree of language variation groupings. Scoring modifications applied to the WS subtest increased subtest scaled scores and CLI composite standard scores. However, preschoolers who demonstrated strong variation from GAE continued to demonstrate significantly lower performance than preschoolers who demonstrated little to no language variation. Affected-status agreement rates between assessments (modified and unmodified CELFP-2 CLI scores and DELV-ST Part II Diagnostic Risk Status) were extremely low. CONCLUSIONS The application of dialect-specific scoring modifications to standardized, norm-referenced assessments of language must be simultaneously viewed through the lenses of equity, practicality, and psychometry. The results of our multistage study reiterate the need for reliable methods of identifying risk for developmental language disorder within children who speak American English dialects other than GAE. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.26017978.

中文翻译：

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非裔美国学龄前儿童在规范参考语言评估中的表现：检查方言密度的影响和评分修改的使用。


目的 我们调查并比较了两项标准化、常模参考的语言筛查评估的结果（即学前语言基础临床评估第二版 [CELFP-2]、语言变异筛查测试的诊断评估 [DELV-ST]）非洲裔美国学龄前儿童的方言与通用美国英语 (GAE) 不同。我们 (a) 描述了学龄前儿童在 CELFP-2 核心语言指数 (CLI) 及其子测试中的表现，并考虑到观察到的方言变异程度 (DVAR)，(b) 研究了如何将方言敏感评分修改应用于表达性语言形态和句法词结构 (WS) 子测试影响 CELFP-2 CLI 分数，并且 (c) 评估 DELV-ST 和 CELFP-2 CLI 之间的筛选分类一致性率。方法 非裔美国学龄前儿童 (N = 284) 完成了 CELFP-2 CLI 子测试（即句子结构、WS、表达词汇）和 DELV-ST。使用 DELV-ST 第 I 部分语言变异状态估计口语方言使用密度，并计算 DVAR 百分比。 CELFP-2 WS 子测试的评分采用或不采用方言敏感评分修改。结果 CELFP-2 CLI 性能的计划比较表明，基于 DELV-ST 确定的语言变异分组程度，性能存在统计上的显着差异。应用于 WS 子测试的评分修改增加了子测试比例分数和 CLI 综合标准分数。然而，与 GAE 表现出强烈差异的学龄前儿童的表现仍然明显低于语言差异很小或没有的学龄前儿童。 评估（修改和未修改的 CELFP-2 CLI 评分和 DELV-ST 第 II 部分诊断风险状态）之间的受影响状态一致性率极低。结论 必须同时从公平性、实用性和心理测量的角度来看待方言特定评分修改在标准化、参考规范的语言评估中的应用。我们的多阶段研究结果重申，需要可靠的方法来识别使用 GAE 以外的美式英语方言的儿童的发育性语言障碍风险。补充材料 https://doi.org/10.23641/asha.26017978。