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Relevant bibliographies by topics / Developmental Sentence Scoring

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Academic literature on the topic 'Developmental Sentence Scoring'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Developmental Sentence Scoring"

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Hughes, Diana L., Marc E. Fey, and Steven H. Long. "Developmental sentence scoring." Topics in Language Disorders 12, no. 2 (February 1992): 1–12. http://dx.doi.org/10.1097/00011363-199202000-00003.

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Miyata, Susanne, Brian MacWhinney, Kiyoshi Otomo, Hidetosi Sirai, Yuriko Oshima-Takane, Makiko Hirakawa, Yasuhiro Shirai, Masatoshi Sugiura, and Keiko Itoh. "Developmental Sentence Scoring for Japanese." First Language 33, no. 2 (March 21, 2013): 200–216. http://dx.doi.org/10.1177/0142723713479436.

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Channell, Ron W. "Automated Developmental Sentence Scoring Using Computerized Profiling Software." American Journal of Speech-Language Pathology 12, no. 3 (August 2003): 369–75. http://dx.doi.org/10.1044/1058-0360(2003/082).

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Hughes, Diana L., Marc E. Fey, Marilyn K. Kertoy, and Nickola Wolf Nelson. "Computer-Assisted Instruction for Learning Developmental Sentence Scoring." American Journal of Speech-Language Pathology 3, no. 3 (September 1994): 89–95. http://dx.doi.org/10.1044/1058-0360.0303.89.

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Pham, Giang, and Kerry Danahy Ebert. "Diagnostic Accuracy of Sentence Repetition and Nonword Repetition for Developmental Language Disorder in Vietnamese." Journal of Speech, Language, and Hearing Research 63, no. 5 (May 22, 2020): 1521–36. http://dx.doi.org/10.1044/2020_jslhr-19-00366.

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Purpose Sentence repetition and nonword repetition assess different aspects of the linguistic system, but both have been proposed as potential tools to identify children with developmental language disorder (DLD). Cross-linguistic investigation of diagnostic tools for DLD contributes to an understanding of the core features of the disorder. This study evaluated the effectiveness of these tools for the Vietnamese language. Method A total of 104 kindergartners (aged 5;2–6;2 [years;months]) living in Vietnam participated, of which 94 were classified as typically developing and 10 with DLD. Vietnamese sentence repetition and nonword repetition tasks were administered and scored using multiple scoring systems. Sensitivity, specificity, and likelihood ratios were calculated to assess the ability of these tasks to identify DLD. Results All scoring systems on both tasks achieved adequate to excellent sensitivity or specificity, but not both. Binary scoring of sentence repetition achieved a perfect negative likelihood ratio, and binary scoring of nonword repetition approached a highly informative positive likelihood ratio. More detailed scoring systems for both tasks achieved moderately informative values for both negative and positive likelihood ratios. Conclusions Both sentence repetition and nonword repetition are valuable tools for identifying DLD in monolingual speakers of Vietnamese. Scoring systems that consider number of errors and are relatively simple (i.e., error scoring of sentence repetition and syllables scoring of nonword repetition) may be the most efficient and effective for identifying DLD. Further work to develop and refine these tasks can contribute to cross-linguistic knowledge of DLD as well as to clinical practice.

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Holdgrafer, Gary. "Comparison of two Methods for Scoring Syntactic Complexity." Perceptual and Motor Skills 81, no. 2 (October 1995): 498. http://dx.doi.org/10.1177/003151259508100227.

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Summary scores for Developmental Sentence Scoring and the Index of Productive Syntax were obtained from the language samples of 29 preterm children at preschool age. A moderate correlation obtained between these two measures of syntactic complexity. Only Index of Productive Syntax scores distinguished the language abilities of 19 neurologically normal from 10 suspect children.

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Overton, Courtney, Taylor Baron, Barbara Zurer Pearson, and Nan Bernstein Ratner. "Using Free Computer-Assisted Language Sample Analysis to Evaluate and Set Treatment Goals for Children Who Speak African American English." Language, Speech, and Hearing Services in Schools 52, no. 1 (January 18, 2021): 31–50. http://dx.doi.org/10.1044/2020_lshss-19-00107.

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Purpose Spoken language sample analysis (LSA) is widely considered to be a critical component of assessment for child language disorders. It is our best window into a preschool child's everyday expressive communicative skills. However, historically, the process can be cumbersome, and reference values against which LSA findings can be “benchmarked” are based on surprisingly little data. Moreover, current LSA protocols potentially disadvantage speakers of nonmainstream English varieties, such as African American English (AAE), blurring the line between language difference and disorder. Method We provide a tutorial on the use of free software (Computerized Language Analysis [CLAN]) enabled by the ongoing National Institute on Deafness and Other Communication Disorders–funded “Child Language Assessment Project.” CLAN harnesses the advanced computational power of the Child Language Data Exchange System archive ( www.childes.talkbank.org ), with an aim to develop and test fine-grained and potentially language variety–sensitive benchmarks for a range of LSA measures. Using retrospective analysis of data from AAE-speaking children, we demonstrate how CLAN LSA can facilitate dialect-fair assessment and therapy goal setting. Results Using data originally collected to norm the Diagnostic Evaluation of Language Variation, we suggest that Developmental Sentence Scoring does not appear to bias against children who speak AAE but does identify children who have language impairment (LI). Other LSA measure scores were depressed in the group of AAE-speaking children with LI but did not consistently differentiate individual children as LI. Furthermore, CLAN software permits rapid, in-depth analysis using Developmental Sentence Scoring and the Index of Productive Syntax that can identify potential intervention targets for children with developmental language disorder.

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Eisenberg, Sarita L., Ling-Yu Guo, and Emily Mucchetti. "Eliciting the Language Sample for Developmental Sentence Scoring: A Comparison of Play With Toys and Elicited Picture Description." American Journal of Speech-Language Pathology 27, no. 2 (May 3, 2018): 633–46. http://dx.doi.org/10.1044/2017_ajslp-16-0161.

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Wagner, Kyle, Alex Smith, Abigail Allen, Kristen McMaster, Apryl Poch, and Erica Lembke. "Exploration of New Complexity Metrics for Curriculum-Based Measures of Writing." Assessment for Effective Intervention 44, no. 4 (May 28, 2018): 256–66. http://dx.doi.org/10.1177/1534508418773448.

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Researchers and practitioners have questioned whether scoring procedures used with curriculum-based measures of writing (CBM-W) capture growth in complexity of writing. We analyzed data from six independent samples to examine two potential scoring metrics for picture word CBM-W (PW), a sentence-level CBM task. Correct word sequences per response (CWSR) and words written per response (WWR) were compared with the current standard metric of correct word sequences (CWS). Linear regression analyses indicated that CWSR predicted scores on standardized norm-referenced criterion measures in more samples than did WWR or CWS. Future studies should explore the capacity of CWSR and WWR to show growth over time, stability, diagnostic accuracy, and utility for instructional decision making.

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Wilbur, Ronnie B., and Wendy C. Goodhart. "Comprehension of indefinite pronouns and quantifiers by hearing-impaired students." Applied Psycholinguistics 6, no. 4 (December 1985): 417–34. http://dx.doi.org/10.1017/s0142716400006342.

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AbstractDeaf students' recognition of indefinite pronouns and quantifiers was tested using written materials in the form of comic strips that provided pragmatically appropriate context. One hundred and eighty-seven profoundly hearing-impaired students, aged 7–23 years, served as subjects. There were significant developmental trends for both the indefinite pronouns and the quantifiers, with the quantifiers significantly more difficult than the indefinite pronouns. A comparison of the results with predictions drawn from theoretical linguistics and with predictions drawn from Developmental Sentence Scoring (Lee, 1974) data for hearing children indicates that theoretical predictions are more accurate for hearing-impaired students. This may be due to differences in methodology (DSS reports spontaneous spoken language; the present study reports comprehension of written English) and to educational practices with hearing-impaired students.

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Dissertations / Theses on the topic "Developmental Sentence Scoring"

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Seal, Amy. "Scoring sentences developmentally : an analog of developmental sentence scoring /." Diss., CLICK HERE for online access:, 2001. http://contentdm.lib.byu.edu/ETD/image/etd12.pdf.

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Seal, Amy. "Scoring Sentences Developmentally: An Analog of Developmental Sentence Scoring." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/1141.

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A variety of tools have been developed to assist in the quantification and analysis of naturalistic language samples. In recent years, computer technology has been employed in language sample analysis. This study compares a new automated index, Scoring Sentences Developmentally (SSD), to two existing measures. Eighty samples from three corpora were manually analyzed using DSS and MLU and the processed by the automated software. Results show all three indices to be highly correlated, with correlations ranging from .62 to .98. The high correlations among scores support further investigation of the psychometric characteristics of the SSD software to determine its clinical validity and reliability. Results of this study suggest that SSD has the potential to compliment other analysis procedures in assessing the language development of young children.

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Callan, Peggy Ann. "Developmental sentence scoring sample size comparison." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4170.

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In 1971, Lee and Canter developed a systematic tool for assessing children's expressive language: Developmental Sentence Scoring (DSS). It provides normative data against which a child's delayed or disordered language development can be compared with the normal language of children the same age. A specific scoring system is used to analyze children's use of standard English grammatical rules from a tape-recorded sample of their spontaneous speech during conversation with a clinician. The corpus of sentences for the DSS is obtained from a sample of 50 complete, different, consecutive, intelligible, non-echolalic sentences elicited from a child in conversation with an adult using stimulus materials in which the child is interested. There is limited research on the reliability of language samples smaller and larger than 50 utterances for DSS analysis. The purpose of this study was to determine if there is a significant difference among the scores obtained from language samples of 25, 50, and 75 utterances when using the DSS procedure for children aged 6.0 to 6.6 years. Twelve children, selected on the basis of chronological age, normal receptive vocabulary skills, normal hearing, and a monolingual background, were chosen as subjects.

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Judson, Carrie Ann. "Accuracy of Automated Developmental Sentence Scoring Software." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1448.pdf.

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Dong, Cheryl Diane. "A comparative study of three language sampling methods using developmental sentence scoring." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3589.

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The present study sought to determine the effect different stimulus material has on the language elicited from children. Its purpose was to determine whether a significant difference existed among language samples elicited three different ways when analyzed using DSS. Eighteen children between the ages of 3.6 and 5.6 years were chosen to participate in the study. All of the children had normal bearing. normal receptive vocabulary skills and no demonstrated or suspected physical or social delays. Three language samples. each elicited by either toys. pictures. or stories. were obtained from each child. For each sample. a corpus of 50 utterances was selected for analysis and analyzed according to the DSS procedure as described by Lee and Ganter (1971).

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Janis, Sarah Elizabeth. "A Comparison of Manual and Automated Grammatical Precoding on the Accuracy of Automated Developmental Sentence Scoring." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5892.

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Developmental Sentence Scoring (DSS) is a standardized language sample analysis procedure that evaluates and scores a child's use of standard American-English grammatical rules within complete sentences. Automated DSS programs have the potential to increase the efficiency and reduce the amount of time required for DSS analysis. The present study examines the accuracy of one automated DSS software program, DSSA 2.0, compared to manual DSS scoring on previously collected language samples from 30 children between the ages of 2-5 and 7-11. Additionally, this study seeks to determine the source of error in the automated score by comparing DSSA 2.0 analysis given manually versus automatedly assigned grammatical tag input. The overall accuracy of DSSA 2.0 was 86%; the accuracy of individual grammatical category-point value scores varied greatly. No statistically significant difference was found between the two DSSA 2.0 input conditions (manual vs. automated tags) suggesting that the underlying grammatical tagging is not the primary source of error in DSSA 2.0 analysis.

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Chamberlain, Laurie Lynne. "Mean Length of Utterance and Developmental Sentence Scoring in the Analysis of Children's Language Samples." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5966.

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Developmental Sentence Scoring (DSS) is a standardized language sample analysis procedure that uses complete sentences to evaluate and score a child’s use of standard American-English grammatical rules. Automated DSS software can potentially increase efficiency and decrease the time needed for DSS analysis. This study examines the accuracy of one automated DSS software program, DSSA Version 2.0, compared to manual DSS scoring on previously collected language samples from 30 children between the ages of 2;5 and 7;11 (years;months). The overall accuracy of DSSA 2.0 was 86%. Additionally, the present study sought to determine the relationship between DSS, DSSA Version 2.0, the mean length of utterance (MLU), and age. MLU is a measure of linguistic ability in children, and is a widely used indicator of language impairment. This study found that MLU and DSS are both strongly correlated with age and these correlations are statistically significant, r = .605, p < .001 and r = .723, p < .001, respectively. In addition, MLU and DSSA were also strongly correlated with age and these correlations were statistically significant, r = .605, p < .001 and r = .669, p < .001, respectively. The correlation between MLU and DSS was high and statistically significant r = .873, p < .001, indicating that the correlation between MLU and DSS is not simply an artifact of both measures being correlated with age. Furthermore, the correlation between MLU and DSSA was high, r = .794, suggesting that the correlation between MLU and DSSA is not simply an artifact of both variables being correlated with age. Lastly, the relationship between DSS and age while controlling for MLU was moderate, but still statistically significant r = .501, p = .006. Therefore, DSS appears to add information beyond MLU.

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Miniard, Angela Christine. "Construction of a Scoring Manual for the Sentence Stem “A Good Boss—” for the Sentence Completion Test Integral (SCTi-MAP)." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1242662653.

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Thesis (M.Ed.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on June 11, 2009). Includes bibliographical references (p. 101-105). Available online via the OhioLINK ETD Center. Also available in print.

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Tilden-Browning, Stacy Ann. "A comparative study of the developmental sentence scoring normative data obtained in Canby, Oregon, and the Midwest, for children between the ages of 6.0 and 6.11 years." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/3518.

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The purpose of the present study was to investigate the effect of geographical differences on the DSS normative data for children ages 2 6.0 to 6.11, by comparing the original DSS normative data (Koenigsknecht, 1974) with that obtained in Canby, Oregon. A collateral purpose was to develop norms for the geographical area of Canby, Oregon, using the DSS procedure. Forty children, ten within each of the four, three-month age subgroups between 6.0 and 6.11, were chosen. All of the children came from monolingual, middle-class families and had normal hearing, normal receptive vocabulary skills, and no known unusual social, developmental, or behavioral histories. A language sample, from which a corpus of 50 utterances was selected for analysis, was elicited from each child. Each corpus was analyzed according to the DSS procedures recommended by Lee (1974).

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McNutt, Eileen. "A comparative study of the developmental sentence scoring normative data obtained in Portland, Oregon, and the Midwest, for children between the ages of 5.0 and 5.11 years." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/3547.

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The focus of this study was the Developmental Sentence Scoring (DSS), developed by Lee and Canter (1971) and Lee (1974). The DSS is used to analyze a corpus of 50 utterances according to eight grammatical categories. Once a DSS score is determined for an individual child, that child's performance can be compared to that of his/ her peers, using the normative data provided by Lee (1974), and reported by Koenigsknecht (1974). This normative data has been widely used both clinically, and in research projects with little regard for the validity of the norms when applied outside the Midwest, where it was originally normed.

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Book chapters on the topic "Developmental Sentence Scoring"

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Vo, Trung Thien, Bac Le, and Minh Le Nguyen. "Scoring Explanatoriness of a Sentence and Ranking for Explanatory Opinion Summary." In Recent Developments in Intelligent Information and Database Systems, 277–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31277-4_24.

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Reports on the topic "Developmental Sentence Scoring"

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Valenciano, Marilyn. Developmental sentence scoring sample size comparison. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3108.

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Callan, Peggy. Developmental sentence scoring sample size comparison. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6053.

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McCluskey, Kathryn. Developmental sentence scoring : a comparative study conducted in Portland, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5250.

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Dong, Cheryl. A comparative study of three language sampling methods using developmental sentence scoring. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5473.

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Tilden-Browning, Stacy. A comparative study of the developmental sentence scoring normative data obtained in Canby, Oregon, and the Midwest, for children between the ages of 6.0 and 6.11 years. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5402.

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McNutt, Eileen. A comparative study of the developmental sentence scoring normative data obtained in Portland, Oregon, and the Midwest, for children between the ages of 5.0 and 5.11 years. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5431.

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