Comparison of Measures of Morphosyntactic Complexity in French-Speaking School-Aged Children

Autor/inn/en	Mimeau, Catherine; Plourde, Vickie; Ouellet, Andrée-Anne; Dionne, Ginette
Titel	Comparison of Measures of Morphosyntactic Complexity in French-Speaking School-Aged Children
Quelle	In: First Language, 35 (2015) 2, S.163-181 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723715577320
Schlagwörter	Morphology (Languages); Syntax; Scores; Correlation; French; Language Skills; Validity; Reliability; Measures (Individuals); Foreign Countries; Vocabulary Development; Primary Education; Elementary School Students; Statistical Analysis; Language Acquisition; Narration; Multivariate Analysis; Intelligence Tests; Children; Canada; Wechsler Intelligence Scale for Children; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Korrelation; Französisch; Language skill; Sprachkompetenz; Gültigkeit; Reliabilität; Messdaten; Ausland; Wortschatzarbeit; Primarbereich; Statistische Analyse; Sprachaneignung; Spracherwerb; Multivariate Analyse; Intelligence test; Intelligenztest; Child; Kind; Kinder; Kanada
Abstract	This study examined the validity and reliability of different measures of morphosyntactic complexity, including the Morphosyntactic Complexity Scale (MSCS), a novel adaptation of the Developmental Sentence Scoring, in French-speaking school-aged children. Seventy-three Quebec children from kindergarten to Grade 3 completed a definition task and a narration task. Mean length of utterance (MLU), clause density and MSCS global score, average frequency scores and average complexity scores were calculated from the transcripts of the two contexts. MLU, clause density and MSCS global score were correlated with vocabulary knowledge and narrative skills, and they increased as a function of school level, suggesting that they are valid measures of morphosyntactic complexity. Moreover, the three scores were correlated across contexts, suggesting that they are also reliable measures. However, no MSCS average frequency or average complexity score was found to be both valid and reliable. These findings will guide researchers and practitioners who desire to assess the language skills of French-speaking school-aged children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01