Psychometric Properties of the Language Development Test for Thai Children Aged 5 to 7 Years Old Language Development Test For Thai Children
Article Sidebar
Main Article Content
Abstract
The purpose of this research was to develop the Language Development Test for Thai Children aged 5 to 7 years old and to investigate the validity and reliability of the test. This research was divided into three phases: The first phase was to develop the test and to investigate its content validity by 5 experts. The second phase was to try out the test in 15 typical children. The third phase was to test construct validity using a known group method, and to test reliability using internal consistency. In this phase, the test was evaluated with children aged 5-7 years old who were divided into two groups, typical and delayed language development groups. Each group had 90 children who were separated into three age subranges: 5, 6 and 7 years old. Research results found that the test had content validity. Statistical analysis results, using Mann-Whitney U, revealed that the typical groups had significant differences from the delayed language development groups at the 0.01 level. Typical subjects had higher test scores than delayed language development subjects. The Kuder-Richardson Formula 20 testing results also indicated that there was a high level of reliability (KR-20 = 0.97-0.99). Therefore, it can be concluded that the test had psychometric properties and is suitable for evaluating language development of Thai children aged 5-7 years old
Article Details
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivatives 4.0 International (CC BY-NC-ND 4.0)
The authors retain copyright and permit the journal the copyright of first publication
Articles, once having passed the review process and accepted for publication in the CDMH Journal, are copyrighted under the CDMH Journal, Department of Mental Health, Ministry of Public Health. Please be aware distribution of CDMH Journal content for commercial purposes without permission is expressly prohibited. However, distribution with intent to educate, advocate, or spread awareness within the general public and research communities is permitted and encouraged with the understanding that the CDMH Journal Editorial Board do not hold jurisdiction or liability for any accompanying comments, text, or information from third parties, either in favor for or against the original article’s assertions, conclusions, methodology, or content.
References
Aguilar-Mediavilla, E., Buil-Legaz, L., Pérez-Castelló, J. A., Rigo-Carratalà, E., & Adrover-Roig, D. (2014). Early
preschool processing abilities predict subsequent reading outcomes in bilingual Spanish–Catalan children
with Specific Language Impairment (SLI). Journal of Communication Disorders, 50, 19-35.
Bleses, D., Makransky, G., Dale, P. S., Højen, A., & Ari, B. A. (2016). Early productive vocabulary predicts academic
achievement 10 years later. Applied Psycholinguistics, 37(6), 1461-1476.
Buil-Legaz, L., Aguilar-Mediavilla, E., & Rodríguez-Ferreiro, J. (2015). Reading skills in young adolescents with a
history of Specific Language Impairment: The role of early semantic capacity. Journal of communication
disorders, 58, 14-20.
Gleason, J. B. (2005). The development of language (6th ed.). Boston : Pearson/Allyn and Bacon.v
Hoff, E. (2005). Language development (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning.
Larkin, R. F., Williams, G. J., & Blaggan, S. (2013). Delay or deficit? Spelling processes in children with specific
language impairment. Journal of communication disorders, 46(5-6), 401-412.
Lattanan, P. (2010). Receptive and expressive language of Thai children from birth to 36 months by using a Thai
adaptation of the receptive-expressive emergent language Test (reel-3). (Master's thesis). Mahidol
University, Faculty of Graduate studies, Communication Disorders. (in Thai)
Maton, T. (2014). Research methology in public health. Faculty of Public Health, Ramkhamhaeng University
Sukhothai campus
Prathanee, B. (2011). Autism: Speech therapy and treatment in an interdisciplinary approach. Knon Kaen: Knon
Kaen university printing house. (in Thai)
Prathanee, B. (2014). Assessment and treatment of speech and language development problems. In B.
Prathanee (Ed.), Cleft lip and cleft palate: Speech problems and treatment in an interdisciplinary approach.
(pp. 303-66). Knon Kaen: Knon Kaen university printing house. (in Thai)
Prathanee, B., Lorwatanapongsa, P., Makarabhirom, K., & Wattanawongsawang, W. (2010). Thai speech and
language norms for children 2 1/2 to 4 years of age. Journal of the Medical Association of Thailand = Chotmaihet
thangphaet, 93(4), S7-15.
Prathanee, B., Pongjanyakul, A., & Chano, J. (2008). Thai Speech and Language Test for children between 1 and 2
years of age. International journal of language & communication disorders, 43(1), 125-140.
Ministry of Public Health. Department of Mental Health. Rajanukul Institute. (2003). Basic speech therapy
guidelines. Bangkok: Rajanukul Institute. (in Thai)
Roseberry-McKibbin, C., & Hegde, M. N. (2006). An advanced review of speech-language pathology: Preparation
for praxis and comprehensive examination. PRO-ED, Inc. 8700 Shoal Creek Blvd, Austin, TX 78757.
Salvucci, S., Walter, E., Conley, V., Fink, S., & Saba, M. (1997). Measurement Error Studies
at the National Center for Education Statistics, NCES measurement error programs.
Shipley, K. G., & McAfee, J. G. (2015). Assessment in Speech-Language Pathology: A Resource Manual (5th ed.).
Cengage Learning.
St Clair, M. C., Durkin, K., Conti-Ramsden, G., & Pickles, A. (2010). Growth of reading
skills in children with a history of specific language impairment: the role of autistic
symptomatology and language-related abilities. The British journal of developmental
psychology, 28(1), 109-131
Tan, S. (2009). Misuses of KR-20 and Cronbach's alpha reliability coefficients. Education and Science, 34(152),
-12.