Current Methods of Evaluating the Language Abilities of Multilingual Preschoolers: A Scoping Review Using the International Classification of Functioning, Disability and Health-Children and Youth Version

Rachel Wright Karem, Karla N. Washington, Kathryn Crowe, Alyssa Jenkins, Michelle Leon, Leslie Kokotek, Lesley Raisor-Becker, Carol Westby

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Purpose The purpose of this scoping review was to identify current measures used to evaluate the language abilities of multilingual preschoolers within the framework of the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY; World Health Organization, 2007 ). Method This review adhered to established models for conducting a comprehensive, iterative scoping review outlined by Arksey and O'Malley (2005) and Levac, Colquhoun, and O'Brien (2010) and included the following phases: (a) articulating the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. The ICF-CY was used to frame the identified measures ( World Health Organization, 2007 ). Results Three hundred twenty-five peer-reviewed publications were identified and included in this review. The majority of publications used measures that evaluated the activity component of multilingual preschoolers' language (70%), with few evaluating participation (9%). Most identified measures (73%) assessed children's semantic language skills. We also observed that 88% of studies explicitly measured children's language input to interpret assessment results. Conclusions A variety of measures are currently used that address the activity component of the ICF-CY with a particular emphasis on semantics. There is, however, a dearth of measures examining language abilities for participation. The authors strongly recommend an increased focus on the development, use, and evaluation of measures that explicitly assess multilingual preschoolers' language participation, particularly in school-based settings. Supplemental Material https://doi.org/10.23641/asha.8637206.

Original languageEnglish
Pages (from-to)434-451
Number of pages18
JournalLanguage, Speech, and Hearing Services in Schools
Volume50
Issue number3
DOIs
Publication statusPublished - 12 Jul 2019

Fingerprint

International Classification of Functioning, Disability and Health
Aptitude
Language
disability
Child Language
ability
language
health
Semantics
Publications
WHO
participation
semantics
Children's Health
Preschoolers
Research
Participation
evaluation
school
World Health Organization

Cite this

Wright Karem, Rachel ; Washington, Karla N. ; Crowe, Kathryn ; Jenkins, Alyssa ; Leon, Michelle ; Kokotek, Leslie ; Raisor-Becker, Lesley ; Westby, Carol. / Current Methods of Evaluating the Language Abilities of Multilingual Preschoolers : A Scoping Review Using the International Classification of Functioning, Disability and Health-Children and Youth Version. In: Language, Speech, and Hearing Services in Schools. 2019 ; Vol. 50, No. 3. pp. 434-451.
@article{5dfbddb6b9d34df89afcb70f3395b788,
title = "Current Methods of Evaluating the Language Abilities of Multilingual Preschoolers: A Scoping Review Using the International Classification of Functioning, Disability and Health-Children and Youth Version",
abstract = "Purpose The purpose of this scoping review was to identify current measures used to evaluate the language abilities of multilingual preschoolers within the framework of the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY; World Health Organization, 2007 ). Method This review adhered to established models for conducting a comprehensive, iterative scoping review outlined by Arksey and O'Malley (2005) and Levac, Colquhoun, and O'Brien (2010) and included the following phases: (a) articulating the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. The ICF-CY was used to frame the identified measures ( World Health Organization, 2007 ). Results Three hundred twenty-five peer-reviewed publications were identified and included in this review. The majority of publications used measures that evaluated the activity component of multilingual preschoolers' language (70{\%}), with few evaluating participation (9{\%}). Most identified measures (73{\%}) assessed children's semantic language skills. We also observed that 88{\%} of studies explicitly measured children's language input to interpret assessment results. Conclusions A variety of measures are currently used that address the activity component of the ICF-CY with a particular emphasis on semantics. There is, however, a dearth of measures examining language abilities for participation. The authors strongly recommend an increased focus on the development, use, and evaluation of measures that explicitly assess multilingual preschoolers' language participation, particularly in school-based settings. Supplemental Material https://doi.org/10.23641/asha.8637206.",
author = "{Wright Karem}, Rachel and Washington, {Karla N.} and Kathryn Crowe and Alyssa Jenkins and Michelle Leon and Leslie Kokotek and Lesley Raisor-Becker and Carol Westby",
year = "2019",
month = "7",
day = "12",
doi = "10.1044/2019_LSHSS-18-0128",
language = "English",
volume = "50",
pages = "434--451",
journal = "Language, Speech and Hearing Services in Schools",
issn = "0161-1461",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "3",

}

Current Methods of Evaluating the Language Abilities of Multilingual Preschoolers : A Scoping Review Using the International Classification of Functioning, Disability and Health-Children and Youth Version. / Wright Karem, Rachel; Washington, Karla N.; Crowe, Kathryn; Jenkins, Alyssa; Leon, Michelle; Kokotek, Leslie; Raisor-Becker, Lesley; Westby, Carol.

In: Language, Speech, and Hearing Services in Schools, Vol. 50, No. 3, 12.07.2019, p. 434-451.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Current Methods of Evaluating the Language Abilities of Multilingual Preschoolers

T2 - A Scoping Review Using the International Classification of Functioning, Disability and Health-Children and Youth Version

AU - Wright Karem, Rachel

AU - Washington, Karla N.

AU - Crowe, Kathryn

AU - Jenkins, Alyssa

AU - Leon, Michelle

AU - Kokotek, Leslie

AU - Raisor-Becker, Lesley

AU - Westby, Carol

PY - 2019/7/12

Y1 - 2019/7/12

N2 - Purpose The purpose of this scoping review was to identify current measures used to evaluate the language abilities of multilingual preschoolers within the framework of the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY; World Health Organization, 2007 ). Method This review adhered to established models for conducting a comprehensive, iterative scoping review outlined by Arksey and O'Malley (2005) and Levac, Colquhoun, and O'Brien (2010) and included the following phases: (a) articulating the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. The ICF-CY was used to frame the identified measures ( World Health Organization, 2007 ). Results Three hundred twenty-five peer-reviewed publications were identified and included in this review. The majority of publications used measures that evaluated the activity component of multilingual preschoolers' language (70%), with few evaluating participation (9%). Most identified measures (73%) assessed children's semantic language skills. We also observed that 88% of studies explicitly measured children's language input to interpret assessment results. Conclusions A variety of measures are currently used that address the activity component of the ICF-CY with a particular emphasis on semantics. There is, however, a dearth of measures examining language abilities for participation. The authors strongly recommend an increased focus on the development, use, and evaluation of measures that explicitly assess multilingual preschoolers' language participation, particularly in school-based settings. Supplemental Material https://doi.org/10.23641/asha.8637206.

AB - Purpose The purpose of this scoping review was to identify current measures used to evaluate the language abilities of multilingual preschoolers within the framework of the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY; World Health Organization, 2007 ). Method This review adhered to established models for conducting a comprehensive, iterative scoping review outlined by Arksey and O'Malley (2005) and Levac, Colquhoun, and O'Brien (2010) and included the following phases: (a) articulating the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. The ICF-CY was used to frame the identified measures ( World Health Organization, 2007 ). Results Three hundred twenty-five peer-reviewed publications were identified and included in this review. The majority of publications used measures that evaluated the activity component of multilingual preschoolers' language (70%), with few evaluating participation (9%). Most identified measures (73%) assessed children's semantic language skills. We also observed that 88% of studies explicitly measured children's language input to interpret assessment results. Conclusions A variety of measures are currently used that address the activity component of the ICF-CY with a particular emphasis on semantics. There is, however, a dearth of measures examining language abilities for participation. The authors strongly recommend an increased focus on the development, use, and evaluation of measures that explicitly assess multilingual preschoolers' language participation, particularly in school-based settings. Supplemental Material https://doi.org/10.23641/asha.8637206.

UR - http://www.scopus.com/inward/record.url?scp=85069890089&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85069890089&partnerID=8YFLogxK

U2 - 10.1044/2019_LSHSS-18-0128

DO - 10.1044/2019_LSHSS-18-0128

M3 - Article

C2 - 31287756

AN - SCOPUS:85069890089

VL - 50

SP - 434

EP - 451

JO - Language, Speech and Hearing Services in Schools

JF - Language, Speech and Hearing Services in Schools

SN - 0161-1461

IS - 3

ER -