ABSTRACT

The purpose of this preliminary study was to understand the pragmatic abilities of late preschoolers and school-aged children with different disorders and their typically developing peers, and to test item validity, construct validity, and reliability of a pragmatic language checklist. Rasch model Item Response theory, Factor analysis, and Cronbach α were employed and descriptive analysis was applied to examine the effects of the type of disorders on total and subscale scores from the checklist. Data from a typically developing group were also analyzed using descriptive statistics (means and standard deviation) of each age were presented. The test had internal consistency (Cronbach’s α) above .884 except in nonverbal communication (α=.480). Inter-rater reliability measures from two independent raters were .865 for 5% of samples. Construct validity calculated in correlation (Pearson’s r) between .601 and .836 among four subscale scores and between .785 and .925 between total scores and subscale scores. Also, the construct of pragmatics was measured by applying a four-factor model of confirmatory factors to the checklist. The results showed that the four-factor model explained 52.31% of total variance, but did not provided a good fit to either normal or experimental group data. The results of content and construct validity, inter-rater reliability measures demonstrates strong stability. The primary limitation of this study is that sample size is limited for the generalization of the results. It is suggested that a more controlled and larger sample be included future studies to develop more valid test items and procedures.

KEYWORD

Pragmatic Language competence, assessment instrument, validity, reliability

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