Validating the language domain subtest in a developmental assessment scale for preschool children

Area of Science:

• Developmental Psychology
• Linguistics
• Psychometrics

Background:

• Assessing language development in preschool children is crucial for early intervention.
• Standardized tests are needed to accurately identify language impairments in diverse populations.
• Existing developmental assessment scales for Chinese children may have incomplete psychometric data.

Purpose of the Study:

• To validate the language domain subtest of a developmental assessment scale for Cantonese Chinese preschool children.
• To evaluate the measurement properties of both the original and a shortened version of the subtest.
• To provide a reliable and valid tool for identifying language problems in this population.

Main Methods:

• A 104-item language subtest was administered to 378 Cantonese Chinese preschool children (aged 3;4 to 6;3).
• Rasch analysis was used to evaluate the measurement properties of the subtest.
• Statistical analyses assessed test-retest reliability, convergent validity, and criterion validity of the shortened version.

Main Results:

• Both the original and a shortened 66-item version demonstrated adequate targeting and unidimensionality via Rasch analysis.
• The shortened version exhibited strong test-retest reliability.
• The shortened version showed adequate convergent and criterion validity.

Conclusions:

• The validated language subtest, particularly the shortened version, offers robust psychometric properties for assessing Cantonese Chinese preschoolers.
• This study contributes to best practices in developing standardized normative tests for child language assessment.
• The findings support the use of this tool for investigating language problems in Chinese children, addressing gaps in psychometric reporting.