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Language Sampling: Does the Length of the Transcript Matter?

ABSTRACT: Purpose: Language sample analysis is considered by many to be the gold standard for documenting children's oral language skills. One limitation, however, is the time required for collection and transcription of language samples. The goal of this study was to determine if stable language sa...

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Published in:Language, Speech & Hearing Services in Schools Vol. 41; no. 4; pp. 393 - 405
Main Authors: Heilmann, John, Nockerts, Ann, Miller, Jon F
Format: equations & formulas research tables/charts Journal Article
Published: American Speech-Language-Hearing Association Oct2010
Online Access:View this record in EBSCOhost
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      issn: 01611461
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      dt: Oct2010
      vid: 41
      iid: 4
      pid: 42
      pub: American Speech-Language-Hearing Association
      place: Rockville, Maryland
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        atl: Language Sampling: Does the Length of the Transcript Matter?
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          Heilmann, John
          Nockerts, Ann
          Miller, Jon F
        affil: University of Wisconsin -- Milwaukee
      sug:
        subj:
          Conversation
          Narratives
          Speech and Language Assessment Methods
          Speech Sample Evaluation
          Time Factors
          Age Factors
          Analysis of Variance
          Child
          Child, Preschool
          Clinical Indicators
          Coefficient alpha
          Comparative Studies
          Human
          Mean Length of Utterance
          Organizational Efficiency
          Productivity
          Psychometrics
          Reliability
          Repeated Measures
          Stability
          Vocabulary
          Child: 6-12 years
          Child, Preschool: 2-5 years
      ab: ABSTRACT: Purpose: Language sample analysis is considered by many to be the gold standard for documenting children's oral language skills. One limitation, however, is the time required for collection and transcription of language samples. The goal of this study was to determine if stable language sample measures could be generated using relatively short language samples. Method: Measures were generated from children's conversational and narrative language samples after they were broken into three lengths (1-, 3-, and 7-min samples). The measures were compared to determine the stability of measures from the short samples (1 and 3 min) when compared to measures from the long sample (7 min). The measures were further analyzed to determine if differences across transcript cuts varied as a function of age group (2;8 [years;months]- 5;11 vs. 6;0-13;3) or sampling context (conversation vs. narrative). Results: Overall, the language sample measures were quite consistent across the transcript cuts.Measures of productivity, lexical diversity, and utterance length were the most reliable when short samples were used. Conclusion: Implications for the efficient use of language sample analysis in clinical protocols are discussed. A framework for eliciting reliable short samples is provided.
      pubtype: Academic Journal
      doctype:
        equations & formulas
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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