Assessing the abstract language skills of typical five-year-old New Zealanders with the PLAI-2

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dc.contributor.advisor Hand, L en Robinson, Stephen en 2011-02-21T02:20:11Z en 2011 en
dc.identifier.uri en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract The transition into primary school is a time of substantial language development for children, not just in terms of vocabulary and grammar, but also a greatly increased ability to process and produce abstract language. Blank and her colleagues developed an approach to abstract language, using questions, that led to intervention techniques and a published, standardised, and norm-referenced assessment: the Preschool Language Assessment Instrument – 2nd edition (PLAI-2). It is used by New Zealand Speech- Language Therapists to assess abstract language skills despite its being designed for use with children in the United States and there being no normative information for New Zealand children. In the current study, the PLAI-2 was administered to 40 five-year-old children with typical development, who were attending mainstream schools in Auckland, and who had had five months or more at school. The results showed that the NZ sample performed similarly to the US normative sample on Levels I, II, and III of the test, but achieved significantly and substantially higher scores as a group on Level IV. This high achievement was also seen in Discourse Ability Scores and Expressive scaled scores while the mean Receptive scaled score was not significantly different from the US mean. These results do not confirm the step-wise increase in difficulty for the four levels that the PLAI-2 presents for the US sample, since Level III and Level IV were of similar difficulty in the NZ data. No questions in the test were identified where New Zealand children might be disadvantaged in comparison with US children. It appears that the PLAI-2 is appropriate for use with New Zealand children at this age, to identify therapy goals and to measure progress. However, the scaled scores for Level IV, the Receptive language scores, and the Discourse Ability Scores should all be interpreted with caution concerning severity since these scores are likely to be elevated for New Zealand children. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99216413814002091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. en
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dc.title Assessing the abstract language skills of typical five-year-old New Zealanders with the PLAI-2 en
dc.type Thesis en Speech Science en The University of Auckland en Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 206378 en
pubs.record-created-at-source-date 2011-02-21 en

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