Dynamic Assessment of Narratives Among Navajo Preschoolers Purpose This study examined whether the Predictive Early Assessment of Reading and Language (PEARL), a dynamic assessment of narratives that measures language comprehension and production, accurately classifies Navajo preschoolers with typically developing (TD) language or with language impairment (LI). Method Ninety 4- and 5-year-old Navajo preschoolers were identified ... Research Article
Newly Published
Research Article  |   October 05, 2018
Dynamic Assessment of Narratives Among Navajo Preschoolers
 
Author Affiliations & Notes
  • Davis E. Henderson
    Department of Communication Sciences and Disorders, University of Mississippi, Oxford
  • Maria Adelaida Restrepo
    Department of Speech and Hearing Science, Arizona State University, Tempe
  • Leona S. Aiken
    Department of Psychology, Arizona State University, Tempe
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Davis E. Henderson: hnderson@olemiss.edu
  • Editor-in-Chief: Sean Redmond
    Editor-in-Chief: Sean Redmond×
  • Editor: Megan Dunn Davison
    Editor: Megan Dunn Davison×
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Language Disorders / Newly Published / Research Article
Research Article   |   October 05, 2018
Dynamic Assessment of Narratives Among Navajo Preschoolers
Journal of Speech, Language, and Hearing Research, Newly Published. doi:10.1044/2018_JSLHR-L-17-0313
History: Received August 19, 2017 , Revised January 30, 2018 , Accepted June 11, 2018
 
Journal of Speech, Language, and Hearing Research, Newly Published. doi:10.1044/2018_JSLHR-L-17-0313
History: Received August 19, 2017; Revised January 30, 2018; Accepted June 11, 2018

Purpose This study examined whether the Predictive Early Assessment of Reading and Language (PEARL), a dynamic assessment of narratives that measures language comprehension and production, accurately classifies Navajo preschoolers with typically developing (TD) language or with language impairment (LI).

Method Ninety 4- and 5-year-old Navajo preschoolers were identified as having LI or are TD (n = 45 each) via a 5-measure battery: parent report, teacher report, English narrative, independent educational plan, and the Clinical Evaluation of Language Fundamental Preschool–Second Edition (Wiig, Secord, & Semel, 2004). Children completed a PEARL pretest, a narrative mediation phase providing principles of narrative structure, and a PEARL posttest. A modifiability score reflected responsiveness to mediation.

Results The PEARL pretest and posttest each distinguished children with LI versus TD children with 89% accuracy; modifiability scores identified children with 100% accuracy. The PEARL story grammar subtest at pretest and posttest best distinguished LI versus TD. A revised cutoff score on the PEARL pretest decreased the diagnosis of TD children as having LI; the standard PEARL posttest cutoff was retained.

Conclusion The PEARL is a promising assessment for accurately differentiating Navajo preschool children with LI from those with TD language, particularly with a revised pretest cutoff score.

Acknowledgments
This research was supported in part by Grant 90YR0089 (awarded to Davis E. Henderson and Maria Adelaida Restrepo) from the Early Care and Education Research Scholars: Head Start Graduate Student Research (Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services) and the New Century Scholars Doctoral Scholarship (awarded to Davis E. Henderson) from the American Speech-Language-Hearing Foundation.
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