Validity study of the preschool language scale-4 with English-speaking Hispanic and European American children in head start programs

Cathy H. Qi, Scott Marley

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The purpose of the study was to examine the psychometric properties of the Preschool Language Scale-4 (PLS-4) with a sample of English-speaking Hispanic and European American children who attended Head Start programs. Participants were 440 children between the ages of 3 and 5 years (52% male; 86% Hispanic and 14% European American). Participants were administered the PLS-4 and Peabody Picture Vocabulary Test-III (PPVT-III). The Auditory Comprehension and Expressive Communication subscales and Total Language scale scores for the PLS-4 in this sample had excellent reliability (Kuder Richardson-20s >.90). Validity evidence for the PLS-4 was present, with both subscales being positively correlated with PPVT-III scores. Agreement analysis between the PLS-4 and the PPVT-III indicated that the PLS-4 was less likely to identify a child as having a potential language delay than was the PPVT-III. The results largely support the validity of the PLS-4 for its intended purpose of assessing language skills with preschoolers.

Original languageEnglish (US)
Pages (from-to)89-98
Number of pages10
JournalTopics in Early Childhood Special Education
Volume31
Issue number2
DOIs
StatePublished - Aug 2011
Externally publishedYes

Fingerprint

Hispanic Americans
speaking
Language
Language Tests
language
vocabulary
Language Development Disorders
Psychometrics
psychometrics
Communication
comprehension
communication

Keywords

  • Head Start
  • language assessment
  • PLS-4
  • preschool
  • reliability and validity

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

@article{7e4a87d5eb0b4c9187d9f75b45375c59,
title = "Validity study of the preschool language scale-4 with English-speaking Hispanic and European American children in head start programs",
abstract = "The purpose of the study was to examine the psychometric properties of the Preschool Language Scale-4 (PLS-4) with a sample of English-speaking Hispanic and European American children who attended Head Start programs. Participants were 440 children between the ages of 3 and 5 years (52{\%} male; 86{\%} Hispanic and 14{\%} European American). Participants were administered the PLS-4 and Peabody Picture Vocabulary Test-III (PPVT-III). The Auditory Comprehension and Expressive Communication subscales and Total Language scale scores for the PLS-4 in this sample had excellent reliability (Kuder Richardson-20s >.90). Validity evidence for the PLS-4 was present, with both subscales being positively correlated with PPVT-III scores. Agreement analysis between the PLS-4 and the PPVT-III indicated that the PLS-4 was less likely to identify a child as having a potential language delay than was the PPVT-III. The results largely support the validity of the PLS-4 for its intended purpose of assessing language skills with preschoolers.",
keywords = "Head Start, language assessment, PLS-4, preschool, reliability and validity",
author = "Qi, {Cathy H.} and Scott Marley",
year = "2011",
month = "8",
doi = "10.1177/0271121410391108",
language = "English (US)",
volume = "31",
pages = "89--98",
journal = "Topics in Early Childhood Special Education",
issn = "0271-1214",
publisher = "SAGE Publications Inc.",
number = "2",

}

TY - JOUR

T1 - Validity study of the preschool language scale-4 with English-speaking Hispanic and European American children in head start programs

AU - Qi, Cathy H.

AU - Marley, Scott

PY - 2011/8

Y1 - 2011/8

N2 - The purpose of the study was to examine the psychometric properties of the Preschool Language Scale-4 (PLS-4) with a sample of English-speaking Hispanic and European American children who attended Head Start programs. Participants were 440 children between the ages of 3 and 5 years (52% male; 86% Hispanic and 14% European American). Participants were administered the PLS-4 and Peabody Picture Vocabulary Test-III (PPVT-III). The Auditory Comprehension and Expressive Communication subscales and Total Language scale scores for the PLS-4 in this sample had excellent reliability (Kuder Richardson-20s >.90). Validity evidence for the PLS-4 was present, with both subscales being positively correlated with PPVT-III scores. Agreement analysis between the PLS-4 and the PPVT-III indicated that the PLS-4 was less likely to identify a child as having a potential language delay than was the PPVT-III. The results largely support the validity of the PLS-4 for its intended purpose of assessing language skills with preschoolers.

AB - The purpose of the study was to examine the psychometric properties of the Preschool Language Scale-4 (PLS-4) with a sample of English-speaking Hispanic and European American children who attended Head Start programs. Participants were 440 children between the ages of 3 and 5 years (52% male; 86% Hispanic and 14% European American). Participants were administered the PLS-4 and Peabody Picture Vocabulary Test-III (PPVT-III). The Auditory Comprehension and Expressive Communication subscales and Total Language scale scores for the PLS-4 in this sample had excellent reliability (Kuder Richardson-20s >.90). Validity evidence for the PLS-4 was present, with both subscales being positively correlated with PPVT-III scores. Agreement analysis between the PLS-4 and the PPVT-III indicated that the PLS-4 was less likely to identify a child as having a potential language delay than was the PPVT-III. The results largely support the validity of the PLS-4 for its intended purpose of assessing language skills with preschoolers.

KW - Head Start

KW - language assessment

KW - PLS-4

KW - preschool

KW - reliability and validity

UR - http://www.scopus.com/inward/record.url?scp=79959989749&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79959989749&partnerID=8YFLogxK

U2 - 10.1177/0271121410391108

DO - 10.1177/0271121410391108

M3 - Article

AN - SCOPUS:79959989749

VL - 31

SP - 89

EP - 98

JO - Topics in Early Childhood Special Education

JF - Topics in Early Childhood Special Education

SN - 0271-1214

IS - 2

ER -