Description of Experimenter Designed Measures in Spanish
Task / Description / Adapted to Spanish or Developed in Spanish / Validity and Reliability
Spanish Screener for Language Impairment in Children: Morphology (SSLIC; Restrepo, Gorin, & Gray, 2013) / Cloze task designed to assess morphology sensitive to language impairment in Spanish / Developed in Spanish / Chronbach’s alpha for internal consistency was .72 for clitics, .76 for prepositions, .62 for derivational morphemes, .77 for subjunctives, and .75 for articles. Correlated significantly with the CELF-4 Spanish Core Language Score (r= .68) and the CELF-4 Spanish Word Structure Subtest score (r = .70).
Inference Task: Background Knowledge and Inference Task: Integration / Developed using the same format as the English version. Children listened to two stories and answered eight questions after each one. Four questions required inferences based on background knowledge and information presented in the story and four questions required integration of information from sentences presented in the story. Correct answers scored two points and partially correct one point; thus, 16 points were possible for Background Knowledge and 16 points for Integration. / Adapted to Spanish from Cain and Oakhill, 1999; Oakhill and Cain, 2012; Yuill and Joscelyne, 1988 / Overall reliability = .583. Scores correlated significantly with the ROWPVT – SBE (r =.422, p<.0001), with the Assessment of Narrative Language – Comprehension (Spanish) (r =.698, p <.0001, and with the Understanding Spoken Paragraphs Subtest of the CELF-4 Spanish(r =.592, p<.0001). Point-to-point scoring reliability was .96.
Comprehension Monitoring – Prior Knowledge Violations – Spanish / Seven stories, prompts, and questions in Spanish that took into consideration background knowledge, vocabulary, and language differences between English-speaking and Spanish-speaking children in Arizona. Children detect violations of their prior knowledge in short narratives. After each story was read the RA asked the child, “Did that story make sense?” Next they were asked, “What was wrong with that story?” Five inconsistent and two consistent. Scores for consistent stories were not included in the analyses. Possible for five inconsistent stories was 10 points. / Adapted to Spanish from Oakhill and Cain (2012) / Cronbach’s alpha for internal consistency was .887 for the five inconsistent stories. Scores on this measure correlated significantly with the ROWPVT –SBE (r =.334, p<.0001), the Assessment of Narrative Language – Comprehension (Spanish) (r =.535, p<.0001), and the Understanding Spoken Paragraphs Subtest of the CELF-4 Spanish (r =.419, p<.0001).
Assessment of Narrative Language Comprehension / Children listened to three stories, going to the park (11 questions), arriving late to school (9 questions), and monsters in the park (10 questions). The school story was accompanied by five pictures and the monsters story by a single picture from the Test of Narrative Language (Gillam, & Pearson, 2004). Children answered the comprehension questions immediately after hearing each of the first two stories. They retold the third story before the comprehension questions. The total points possible were 40. / Adapted to Spanish / Cronbach’s alpha for the Assessment of Narrative Language Comprehension was .859. Correlated significantly with the Understanding Spoken Paragraphs Subtest of the CELF-4 Spanish (r =.708, p<.0001). Point-to-point scoring reliability for the measure was .94.
Supplemental Materials Table 2
Exploratory Factor Analysis Structure Coefficientsa of 12 Language Measures with Oblimin Rotation for the One-, Two-, and Three-factor Solutions
Measure / One-factor / Two-
factor / Three-
factor
CWS / .726 / .746 / .799 / -.489
SMT / .774 / .809 / .832 / -.577
IBK / .796 / .797 / .435 / .741 / -.719
IINT / .761 / .764 / .405 / .709 / -.694
CUSP / .739 / .740 / .402 / .710 / -.619
CRS / .759 / .781 / .829 / -.524
ANC / .875 / .874 / .488 / .818 / .449 / -.776
ROW / .524 / .490 / .474 / .420 / -.563
EOW / .645 / .619 / .494 / .491 / .412 / -.779
CWCE / .538 / .479 / .752 / .424 / .786 / -.461
CWCR / .405 / .756 / .782
CMKV / .624 / .606 / .434 / .525 / .378 / -.633
Factor Correlations
Factor 1 with Factor 2 / .507 / .406
Factor 1 with Factor 3 / -.664
Factor 2 with Factor 3 / -.500
Note.CWS = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Word Structure Subtest (Wiig, Secord, & Semel, 2009); SMT = Spanish Screener for Language Impairment in Children: Morphology (SSLIC; Restrepo, Gorin, & Gray, 2013); IBK = Inference Task: Background Knowledge; IINT = Inference Task: Integration; CUSP = Clinical Evaluation of Language Fundamentals Fourth Edition – Spanish Understanding Spoken Paragraphs Subtest (adapted) (Wiig, Secord, & Semel, 2006); CRS = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Recalling Sentences Subtest (Wiig, Secord, & Semel, 2009); ANC = Assessment of Narrative Language Comprehension; ROW = Receptive One-Word Picture Vocabulary Test – Spanish Bilingual Edition; EOW = Expressive One-Word Picture Vocabulary Test – Spanish Bilingual Edition; CWCE = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Word Classes Subtest Expressive Score Subtest (Wiig, Secord, & Semel, 2009); CWCR = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Word Classes Subtest Receptive Score Subtest (Wiig, Secord, & Semel, 2009); CMKV = Comprehension Monitoring – Prior Knowledge Violations – Spanish.
aLoadings .40 not shown.
Supplemental Materials Figure 1. Scree plot from Exploratory Factor Analysis.
Supplemental Materials Figure 2. Standardized estimates for the unidimensional model (Model 1).
Note. CWS = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Word Structure Subtest (Wiig, Secord, & Semel, 2009);SMT = Spanish Screener for Language Impairment in Children: Morphology (SSLIC; Restrepo, Gorin, & Gray, 2013); ROW = Receptive One-Word Picture Vocabulary Test – Spanish Bilingual Edition (Brownell, 2001); EOW = Expressive One-Word Picture Vocabulary Test – Spanish Bilingual Edition (Brownell, 2001); CWCE = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Word Classes Subtest Expressive Score Subtest (Wiig, Secord, & Semel, 2009); CWCR = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Word Classes Subtest Receptive Score Subtest (Wiig, Secord, & Semel, 2009); CMKV = Comprehension Monitoring – Prior Knowledge Violations – Spanish; IBK = Inference Task: Background Knowledge; IINT = Inference Task: Integration; CUSP = Clinical Evaluation of Language Fundamentals Fourth Edition – Spanish Understanding Spoken Paragraphs Subtest (adapted) (Wiig, Secord, & Semel, 2006); CRS = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Recalling Sentences Subtest (Wiig, Secord, & Semel, 2009); ANC = Assessment of Narrative Language Comprehension.
Supplemental Materials Figure 3. Standardized estimates for two-dimensional model (Model 5).
Note. ILK = Integrative Language Knowledge; WK = Word Knowledge; CWS = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Word Structure Subtest (Wiig, Secord, & Semel, 2009);SMT = Spanish Screener for Language Impairment in Children: Morphology (SSLIC; Restrepo, Gorin, & Gray, 2013); IBK = Inference Task: Background Knowledge; IINT = Inference Task: Integration; CUSP = Clinical Evaluation of Language Fundamentals Fourth Edition – Spanish Understanding Spoken Paragraphs Subtest (adapted) (Wiig, Secord, & Semel, 2006); CRS = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Recalling Sentences Subtest (Wiig, Secord, & Semel, 2009); ANC = Assessment of Narrative Language Comprehension; ROW = Receptive One-Word Picture Vocabulary Test – Spanish Bilingual Edition (Brownell, 2001); EOW = Expressive One-Word Picture Vocabulary Test – Spanish Bilingual Edition (Brownell, 2001); CWCE = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Word Classes Subtest Expressive Score Subtest (Wiig, Secord, & Semel, 2009); CWCR = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Word Classes Subtest Receptive Score Subtest (Wiig, Secord, & Semel, 2009); CMKV = Comprehension Monitoring – Prior Knowledge Violations – Spanish.
Supplemental Materials Figure 4. Standardized estimates for the bifactor model (Model 6).
Note. ILK = Integrative Language Knowledge; WK = Word Knowledge; l= language bifactor; CWS = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Word Structure Subtest (Wiig, Secord, & Semel, 2009);SMT = Spanish Screener for Language Impairment in Children: Morphology (SSLIC; Restrepo, Gorin, & Gray, 2013); IBK = Inference Task: Background Knowledge; IINT = Inference Task: Integration; CUSP = Clinical Evaluation of Language Fundamentals Fourth Edition – Spanish Understanding Spoken Paragraphs Subtest (adapted) (Wiig, Secord, & Semel, 2006); CRS = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Recalling Sentences Subtest (Wiig, Secord, & Semel, 2009); ANC = Assessment of Narrative Language Comprehension; ROW = Receptive One-Word Picture Vocabulary Test – Spanish Bilingual Edition; EOW = Expressive One-Word Picture Vocabulary Test – Spanish Bilingual Edition; CWCE = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Word Classes Subtest Expressive Score Subtest (Wiig, Secord, & Semel, 2009); CWCR = Clinical Evaluation of Language Fundamentals Preschool Second Edition–Spanish Word Classes Subtest Receptive Score Subtest (Wiig, Secord, & Semel, 2009); CMKV = Comprehension Monitoring – Prior Knowledge Violations – Spanish.