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Related Experiment Video

Updated: Sep 3, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
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Comparing Measures From Computer-Administered and Examiner-Administered Narrative Retells in Spanish: A Pilot Study.

John Heilmann1, Denise Finneran2, Maura Moyle3

  • 1Department of Communication Sciences and Disorders, University of Wisconsin-Milwaukee.

American Journal of Speech-Language Pathology
|July 25, 2022
PubMed
Summary
This summary is machine-generated.

Computer-administered narrative language sample analysis (LSA) is feasible for bilingual children. This method showed strong correlations and no significant differences compared to traditional examiner-administered LSA, supporting its use in clinical practice.

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Area of Science:

  • Speech-Language Pathology
  • Developmental Psychology
  • Computational Linguistics

Background:

  • Narrative language sample analysis (LSA) is crucial for assessing monolingual and bilingual children's language skills.
  • Traditional LSA involves direct examiner interaction during narrative elicitation.
  • Advancements in computer-administered assessments offer potential benefits, especially for bilingual populations.

Purpose of the Study:

  • To evaluate the feasibility of computer-administered narrative retells for bilingual children.
  • To compare computer-based narrative assessment with traditional examiner-led methods.

Main Methods:

  • Ten English-Spanish bilingual children (K-4th grade) participated.
  • Participants completed two narrative retells using wordless picture books under both examiner-administered and computer-administered conditions.
  • Five narrative measures were extracted from the 20 transcripts.

Main Results:

  • Four out of five narrative measures showed significant, strong correlations between the two elicitation methods.
  • Wilcoxon signed-ranks tests indicated no significant differences in measures across conditions.
  • Descriptive analyses revealed minimal large differences for individual participants between methods.

Conclusions:

  • The study provides preliminary evidence supporting the validity and effectiveness of computer-administered narrative procedures.
  • Further research is recommended to confirm the method's reliability and clinical utility.
  • This approach may offer a valuable alternative for assessing bilingual children's narrative language skills.