AI Article Synopsis
- The study aimed to establish cut scores for English testing to identify specific language impairment (SLI) in bilingual children learning English as a second language.
- A group of 167 children underwent language assessments in both English and Spanish, using expert evaluations as the reference standard to analyze data through ROC analyses.
- Original criteria showed high sensitivity but low specificity, while revised cutoff scores and an optimized model improved both metrics, suggesting that English testing can provide reliable diagnostic insights for bilingual children with some English exposure.
Article Abstract
Purpose: This study was designed to derive cut scores for English testing for use in identifying specific language impairment (SLI) in bilingual children who were learning English as a second language.
Method: In a 1-gate design, 167 children received comprehensive language assessments in English and Spanish during their first-grade year. The reference standard was identification by a team of expert bilingual speech-language pathologists. Receiver operating curve (ROC) analyses were used to identify the optimal prediction model for SLI.
Results: The original, English EpiSLI criteria (Tomblin, Records, & Zhang, 1996) yielded a sensitivity of .95 and a specificity of .45 (LR+ = 1.73, LR- = 0.11, and AUC = .79) for our bilinguals. Revised cutoff scores yielded a sensitivity of .86 and a specificity of .68 (LR+ = 2.67, LR- = 0.21, and AUC = .77). An optimal prediction model yielded a sensitivity of .81 and a specificity of .81 (LR+ = 4.37, LR- = 0.23 and AUC = .85).
Conclusion: The results of English testing could be used to make a reasonably accurate diagnostic decision for bilingual children who had attended public school for at least 1 year and were using English at least 30% of the time.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5902172 | PMC |
| http://dx.doi.org/10.1044/1092-4388(2013/12-0056) | DOI Listing |
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