First Advisor

Joan McMahon

Term of Graduation

Spring 1986

Date of Publication

6-3-1986

Document Type

Thesis

Degree Name

Master of Science (M.S.) in Speech Communication: Speech and Hearing Sciences

Department

Speech Communication

Language

English

Subjects

Illinois test of psycholinguistic abilities, Language disorders in children -- Testing, Academic achievement -- Testing

DOI

10.15760/etd.5592

Physical Description

1 online resource (3, v, 44 pages)

Abstract

Identification and selection of a speech-language caseload in the school setting can be a challenging task. The initial stages of caseload selection are usually in the form of a screening procedure. Although speech-language information is gathered at that time, information about its relationship to each student's academic status is usually not obtained. Such information would be useful in a setting that requires the provision of special education services to be justified from a basis of academic need.

The Illinois Test of Psycholinguistic Abilities' (ITPA) Grammatic Closure subtest has been correlated to academic and intellectual measures through various studies. Its length and ease of administration make it a possible candidate for a screening device which would also provide some correlational information about academics.

The purpose of this study was to determine if the Grammatic Closure subtest of the ITPA would be a useful screening instrument in identifying first and second grade children who have co-existing speech-language and academic problems. Fifty-eight normally developing, middle class children aged 6.5 to 8.0 from an English speaking home environment participated as subjects.

The subjects responded to the items of the Grammatic Closure subtest and the California Achievement Test (CAT). The Pearson Product Moment Correlation was selected to determine the statistical correlation between the Grammatic Closure subtests' scaled scores and the CAT's grade equivalents.

A low correlation was found at the first grade level, and a moderate correlation was found at the second grade level. The results indicated that a speech-language pathologist using the Grammatic Closure subtest as a screening device at the second, but not first, grade level could be reasonably assured of identifying not only those subjects with or without a language problem, but also those who statistically are, or are not, likely to succeed academically. However, it was suggested that the subtest be used as part of a screening procedure that would also allow the clinician to observe the subjects' spontaneous expressive speech and language.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Comments

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Persistent Identifier

https://archives.pdx.edu/ds/psu/20739

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