Language Error Type Evaluation in Developmental Delay Preschool Children by PLS-C
Purpose:
To assess age and gender effect in the language error type (semantics, syntax and pragmatics)of developmental delay preschool aged children, a standardize tool "Preschool Language Scale Corrected edition(PLS-C), Lin" was adopted for evaluation.
Methods:
This is a retrospective chart study enrolled 55 children aged 3, 4 and 5 in department of rehabilitation in Taipei Medical University Hospital from 2011 Jan to 2014 Dec whose average PLS-C score was at least 1.5 SD below normal. Those normal or PLS-C score was less than 1.5SD below normal were excluded. We recorded correct percentage in pragmatics, syntax, and semantics in different age group separately in auditory comprehension, language expression as well as overall performance. All wrong questions answered in PLS-C were recorded. We used SAS 9.4 (Anova, t-test) to analyze the results in age differences, gender differences, and language components differences
Results:
In overall performance, expression, and comprehension, there was no difference between boy and girl by t-test in all ages. By one-way Anova Bonferroni t test, age 5 was better than age 4 and age 3 significantly in pragmatics, syntax and semantics (p<0.005).
We further separated into groups of 5YR boy, 5YR girl, 4YR boy, 4YR girl, and 3YR boy.
In overall performance, by Duncan's multiple analysis, only 5 YR boy had significant better performance than 4 YR girl and 3 YR boy in pragmatics. In age 5, boys had better performance in pragmatics than girls (p<0.05). In age 4, no differences are showed between boy and girl.
In comprehension, in age 5, boys have better performance in pragmatics than girls(p<0.05).
In expression, there was no difference between boys and girls. Pragmatics was better than syntax (p=0.0202<o.o5) in age 5.
Conclusion:
We found age had more effect than gender in language delay children. Age 5 boys had better performance in pragmatics conflicted with some previous studies and may need more exploration in the future.
Key words:
Development Delay, Preschool aged children, Language Development Delay, Semantics, Syntax, Pragmatics, Language error type
Study Overview
Status
Conditions
Intervention / Treatment
Detailed Description
Purpose:
To assess age and gender effect in the language error type (semantics, syntax and pragmatics)of developmental delay preschool aged children, a standardize tool "Preschool Language Scale Corrected edition(PLS-C), Lin" was adopted for evaluation.
Methods:
This is a retrospective chart study enrolled 55 children aged 3, 4 and 5 in department of rehabilitation in Taipei Medical University Hospital from 2011 Jan to 2014 Dec whose average PLS-C score was at least 1.5 SD below normal. Those normal or PLS-C score was less than 1.5SD below normal were excluded. We recorded correct percentage in pragmatics, syntax, and semantics in different age group separately in auditory comprehension, language expression as well as overall performance. All wrong questions answered in PLS-C were recorded. We used SAS 9.4 (Anova, t-test) to analyze the results in age differences, gender differences, and language components differences
Results:
In overall performance, expression, and comprehension, there was no difference between boy and girl by t-test in all ages. By one-way Anova Bonferroni t test, age 5 was better than age 4 and age 3 significantly in pragmatics, syntax and semantics (p<0.005).
We further separated into groups of 5YR boy, 5YR girl, 4YR boy, 4YR girl, and 3YR boy.
In overall performance, by Duncan's multiple analysis, only 5 YR boy had significant better performance than 4 YR girl and 3 YR boy in pragmatics. In age 5, boys had better performance in pragmatics than girls (p<0.05). In age 4, no differences are showed between boy and girl.
In comprehension, in age 5, boys have better performance in pragmatics than girls(p<0.05).
In expression, there was no difference between boys and girls. Pragmatics was better than syntax (p=0.0202<o.o5) in age 5.
Conclusion:
We found age had more effect than gender in language delay children. Age 5 boys had better performance in pragmatics conflicted with some previous studies and may need more exploration in the future.
Key words:
Development Delay, Preschool aged children, Language Development Delay, Semantics, Syntax, Pragmatics, Language error type
Study Type
Enrollment (Actual)
Participation Criteria
Eligibility Criteria
Ages Eligible for Study
Accepts Healthy Volunteers
Genders Eligible for Study
Sampling Method
Study Population
Description
Inclusion Criteria:
- Enrolled 55 children aged 3, 4 and 5 in department of rehabilitation in Taipei Medical University Hospital from 2011 Jan to 2014 Dec whose average PLS-C score was at least 1.5 SD below normal.
Exclusion Criteria:
- Those normal or PLS-C score was less than 1.5SD below normal were excluded.
Study Plan
How is the study designed?
Design Details
Cohorts and Interventions
Group / Cohort |
Intervention / Treatment |
|---|---|
|
5YR boy
|
To assess age and gender effect in the language error type (semantics, syntax and pragmatics)of developmental delay preschool aged children, a standardize tool "Preschool Language Scale Corrected edition(PLS-C), Lin" was adopted for evaluation.
|
|
5YR girl
|
To assess age and gender effect in the language error type (semantics, syntax and pragmatics)of developmental delay preschool aged children, a standardize tool "Preschool Language Scale Corrected edition(PLS-C), Lin" was adopted for evaluation.
|
|
4YR boy
|
To assess age and gender effect in the language error type (semantics, syntax and pragmatics)of developmental delay preschool aged children, a standardize tool "Preschool Language Scale Corrected edition(PLS-C), Lin" was adopted for evaluation.
|
|
4YR girl
|
To assess age and gender effect in the language error type (semantics, syntax and pragmatics)of developmental delay preschool aged children, a standardize tool "Preschool Language Scale Corrected edition(PLS-C), Lin" was adopted for evaluation.
|
|
3YR boy
|
To assess age and gender effect in the language error type (semantics, syntax and pragmatics)of developmental delay preschool aged children, a standardize tool "Preschool Language Scale Corrected edition(PLS-C), Lin" was adopted for evaluation.
|
What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
What's the difference of language error types between boy and girl.
Time Frame: 2011 Jan to 2014 Dec
|
In overall performance, expression, and comprehension, there was no difference between boy and girl by t-test in all ages.
|
2011 Jan to 2014 Dec
|
Collaborators and Investigators
Study record dates
Study Major Dates
Study Start
Primary Completion (Actual)
Study Completion (Actual)
Study Registration Dates
First Submitted
First Submitted That Met QC Criteria
First Posted (Estimate)
Study Record Updates
Last Update Posted (Estimate)
Last Update Submitted That Met QC Criteria
Last Verified
More Information
Terms related to this study
Other Study ID Numbers
- N201508007
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