Papers by SOPHIA PAPAIOANNOU
In educational and clinical settings, few norm-referenced tests have
been utilized until now usua... more In educational and clinical settings, few norm-referenced tests have
been utilized until now usually focusing on a single or a few language
subcomponents, along with very few language rating scales for parents and
educators. The need for a comprehensive language assessment tool for
preschool and early school years children which could form the basis for
valid and reliable screening and diagnostic decisions, led to the development
of a new norm-referenced digital tool called Logometro®. The aim of
the present study is to describe Logometro® as well as its psychometric
characteristics. Logometro® evaluates an array of oral language skills across
the different language domains such as phonological awareness, listening
comprehension, vocabulary knowledge (receptive and expressive), narrative
speech, morphological awareness, pragmatics, as well emergent literacy skills
(letter sound knowledge and invented writing) in Greek-speaking 4–7 years
old children. More specifically, Logometro® has been designed in order
to: (a) map individual language development paths as well as difficulties,
(b) provide a descriptive profile of children’s oral language and emergent
literacy skills, and (c) assist in the identification of children who are at risk
for Developmental Language Disorder (DLD) or Specific Learning Disabilities
(SLD). The sample consisted of 926 children aged from 4 to 7 years, which
were recruited from diverse geographical provinces and represented a variety
of socioeconomic backgrounds in Greece. Eight hundred participants were
typically developing children (Nboys = 384 and Ngirls = 416), 126 children (NSLI = 44
and NSLD = 82) represented children with Special Educational Needs, and 126
children were typically developing peers matched for gender and age with
the clinical groups. The administration lasted 90 min, depending on the
participant’s age and competence. Validity (construct, criterion, convergent,
discriminant, and predictive) as well as internal consistency and test–retest
reliability were assessed. Results indicated that Logometro® is characterized
by good psychometric properties and can constitute a norm-referenced
battery of oral language and emergent literacy skills. It could be used to inform
the professionals as well as the researchers about a child’s language strengths and weaknesses and form the basis on which they can design an appropriate individualized intervention if needed.
Frontiers in Psychology
In educational and clinical settings, few norm-referenced tests have been utilized until now usua... more In educational and clinical settings, few norm-referenced tests have been utilized until now usually focusing on a single or a few language subcomponents, along with very few language rating scales for parents and educators. The need for a comprehensive language assessment tool for preschool and early school years children which could form the basis for valid and reliable screening and diagnostic decisions, led to the development of a new norm-referenced digital tool called Logometro®. The aim of the present study is to describe Logometro® as well as its psychometric characteristics. Logometro® evaluates an array of oral language skills across the different language domains such as phonological awareness, listening comprehension, vocabulary knowledge (receptive and expressive), narrative speech, morphological awareness, pragmatics, as well emergent literacy skills (letter sound knowledge and invented writing) in Greek-speaking 4–7 years old children. More specifically, Logometro® ha...
Purpose: This study investigated component skills in oral language development utilizing and vali... more Purpose: This study investigated component skills in oral language development utilizing and validating a new assessment battery in a large (N = 800) and representative sample of Greek students 4–7 years of age.Method: All participants enrolled in public schools from four geographical regions (Attica, Thessaly, Macedonia, and Crete) that varied demographically (urban, semiurban, and rural). For the individualized language assessments, we utilized mobile devices (tablet PC) to ensure children’s interest and joyful participation as well as reliable administration procedures across sites. Results by confirmatory factor analyses specified and validated five different models in each grade to identify the best conceptualization of language dimensionality in the respective age groups.Results: Four-dimensional model provided a slightly better discriminant validity in language data of the preschool group. However, in kindergarten and first grades, the five-dimensional model had the best fit ...
Applied Psycholinguistics, 2017
ABSTRACTThis cross-sectional study examined the development of morphological awareness in Greek c... more ABSTRACTThis cross-sectional study examined the development of morphological awareness in Greek children 4–7 years old. A distinction was adopted between epilinguistic control, evidenced in judgment tasks and indicative of elementary levels of awareness, and metalinguistic awareness, evidenced in production tasks and indicative of full-blown conscious awareness. The morphological domains of inflectional and derivational morphology were specifically contrasted to determine whether they follow distinct developmental trajectories. Trial-level performance data from 236 children in four morphological awareness tasks as a function of age were modeled using generalized additive models. Significant performance increase with age was found for all four awareness tasks. The results further indicated that production of derivational morphemes was consistently more difficult than production of inflectional morphemes and judgment of derivational morphemes, whereas the differences between the two i...
Journal of Psycholinguistic Research, 2021
Oral language and narrative skills constitute very critical factors for children's academic perfo... more Oral language and narrative skills constitute very critical factors for children's academic performance and social competence. The aim of the present study was to investigate the developmental patterns of story retelling as well as the relationship between oral language and story retelling in preschool and primary school children. 237 Greekspeaking children (4-5, 5-6 and 6-7 years old) participated in the study. Vocabulary knowledge, phonological awareness, morphological awareness skills and pragmatics were examined through a standardized psychometric test. Story retelling was measured by inviting the children to listen to a story and then retell it. Children's narratives were evaluated according to microstructure (use of conjunctions and lexical cohesion) and macrostructure (story grammar and temporal sequencing) criteria. The results showed that older children performed better than the younger ones across all the oral language and story retelling tasks. Structural Equation Modeling (SEM) revealed that vocabulary skills stand out as a stable predictor across all the three age groups. A new finding was also demonstrated, highlighting that morphological awareness, phonological awareness skills and pragmatics work together with vocabulary skills in diverse patterns at different points of a child's development, in order to support his/her ability to retell a story.
Frontiers in Psychology , 2022
In educational and clinical settings, few norm-referenced tests have
been utilized until now us... more In educational and clinical settings, few norm-referenced tests have
been utilized until now usually focusing on a single or a few language
subcomponents, along with very few language rating scales for parents and
educators. The need for a comprehensive language assessment tool for
preschool and early school years children which could form the basis for
valid and reliable screening and diagnostic decisions, led to the development
of a new norm-referenced digital tool called Logometro®. The aim of
the present study is to describe Logometro® as well as its psychometric
characteristics. Logometro® evaluates an array of oral language skills across
the different language domains such as phonological awareness, listening
comprehension, vocabulary knowledge (receptive and expressive), narrative
speech, morphological awareness, pragmatics, as well emergent literacy skills
(letter sound knowledge and invented writing) in Greek-speaking 4–7 years
old children. More specifically, Logometro® has been designed in order
to: (a) map individual language development paths as well as difficulties,
(b) provide a descriptive profile of children’s oral language and emergent
literacy skills, and (c) assist in the identification of children who are at risk
for Developmental Language Disorder (DLD) or Specific Learning Disabilities
(SLD). The sample consisted of 926 children aged from 4 to 7 years, which
were recruited from diverse geographical provinces and represented a variety
of socioeconomic backgrounds in Greece. Eight hundred participants were
typically developing children (Nboys = 384 and Ngirls = 416), 126 children (NSLI = 44
and NSLD = 82) represented children with Special Educational Needs, and 126
children were typically developing peers matched for gender and age with
the clinical groups. The administration lasted 90 min, depending on the
participant’s age and competence. Validity (construct, criterion, convergent,
discriminant, and predictive) as well as internal consistency and test–retest
reliability were assessed. Results indicated that Logometro® is characterized
by good psychometric properties and can constitute a norm-referenced
battery of oral language and emergent literacy skills. It could be used to inform
the professionals as well as the researchers about a child’s language strengths and weaknesses and form the basis on which they can design an appropriate
individualized intervention if needed
This cross-sectional study examined the development of morphological awareness in Greek children ... more This cross-sectional study examined the development of morphological awareness in Greek children 4–7 years old. A distinction was adopted between epilinguistic control, evidenced in judgment tasks and indicative of elementary levels of awareness, and metalinguistic awareness, evidenced in production tasks and indicative of full-blown conscious awareness. The morphological domains of inflectional and derivational morphology were specifically contrasted to determine whether they follow distinct developmental trajectories. Trial-level performance data from 236 children in four morphological awareness tasks as a function of age were modeled using generalized additive models. Significant performance increase with age was found for all four awareness tasks. The results further indicated that production of derivational morphemes was consistently more difficult than production of inflectional morphemes and judgment of derivational morphemes, whereas the differences between the two inflectio...
J Psycholinguist Res, 2021
Oral language and narrative skills constitute very critical factors for children's academic perfo... more Oral language and narrative skills constitute very critical factors for children's academic performance and social competence. The aim of the present study was to investigate the developmental patterns of story retelling, as well as the relationship between oral language and story retelling in preschool and primary school children. Two hundred and thirty-seven Greek-speaking children (4-5, 5-6 and 6-7 years old) participated in the study. Vocabulary knowledge, phonological awareness, morphological awareness skills and pragmatics were examined through a standardized psychometric test. Story retelling was measured by inviting the children to listen to a story and then retell it. Children's narratives were evaluated according to microstructure (use of conjunctions and lexical cohesion) and macrostructure (story grammar and temporal sequencing) criteria. The results showed that children performed better as they got older across all the oral language and story retelling tasks. Structural equation modeling revealed that vocabulary skills stand out as a stable predictor across all the three age groups. A new finding was also demonstrated, highlighting that morphological awareness, phonological awareness skills and pragmatics work together with vocabulary skills in diverse patterns at different points of a child's development, in order to support his/her ability to retell a story.
Diamanti, V., Benaki, A., Mouzaki, A., Ralli. A.Μ., Antoniou, F., Papaioannou, S., & Protopapas, A. (2017). Development of early morphological awareness in Greek: Epilinguistic vs. metalinguistic and inflectional vs. derivational awareness. Applied Psycholinguistics 39(3):1-23 Applied Psycholinguistics, 2017
This cross-sectional study examined the development of morphological awareness in Greek children ... more This cross-sectional study examined the development of morphological awareness in Greek children 4-7 years old. A distinction was adopted between epilinguistic control, evidenced in judgment tasks and indicative of elementary levels of awareness, and metalinguistic awareness, evidenced in production tasks and indicative of full-blown conscious awareness. The morphological domains of inflectional and derivational morphology were specifically contrasted to determine whether they follow distinct developmental trajectories. Trial-level performance data from 236 children in four morphological awareness tasks as a function of age were modeled using generalized additive models. Significant performance increase with age was found for all four awareness tasks. The results further indicated that production of derivational morphemes was consistently more difficult than production of inflectional morphemes and judgment of derivational morphemes, whereas the differences between the two inflectional and between the two judgment tasks were not significant. This suggests that at these ages, epilinguistic control is similarly effective for the two morphological domains whereas full metalinguistic awareness
Mouzaki, A., Spyropoulou, E., Ralli, A.M., Antoniou, F., Diamanti, V. Papaioannou, S.(2020).The dimensionality of oral language ability: evidence from young Greek children, Journal of Speech, Language, and Hearing Research,63,2732–2751 Journal of Speech, Language, and Hearing Research, 2020
This study investigated component skills in oral language development utilizing and validating a ... more This study investigated component skills in oral language development utilizing and validating a new assessment battery in a large (N = 800) and representative sample of Greek students 4-7 years of age. Method: All participants enrolled in public schools from four geographical regions (Attica, Thessaly, Macedonia, and Crete) that varied demographically (urban, semiurban, and rural). For the individualized language assessments, we utilized mobile devices (tablet PC) to ensure children's interest and joyful participation as well as reliable administration procedures across sites. Results by confirmatory factor analyses specified and validated five different models in each grade to identify the best conceptualization of language dimensionality in the respective age groups. Results: Four-dimensional model provided a slightly better discriminant validity in language data of the preschool group. However, in kindergarten and first grades, the fivedimensional model had the best fit to the data to the fourdimensional. Conclusion: These findings support the multidimensionality of oral language ability at this phase of development and increase of factor distinctiveness as children grow.
Ralli, A.M., Kazali, E., Kanellou, M. Mouzaki, A., Antoniou, F., Diamanti, V., Papaioannou, S. (2021). Oral language and story retelling during preschool and primary school years: Developmental patterns and interrelationships Journal of Psycholinguistic Research. Journal of Psycholinguistic Research., 2021
Oral language and narrative skills constitute very critical factors for children's academic perfo... more Oral language and narrative skills constitute very critical factors for children's academic performance and social competence. The aim of the present study was to investigate the developmental patterns of story retelling, as well as the relationship between oral language and story retelling in preschool and primary school children. Two hundred and thirty-seven Greek-speaking children (4-5, 5-6 and 6-7 years old) participated in the study. Vocabulary knowledge, phonological awareness, morphological awareness skills and pragmatics were examined through a standardized psychometric test. Story retelling was measured by inviting the children to listen to a story and then retell it. Children's narratives were evaluated according to microstructure (use of conjunctions and lexical cohesion) and macrostructure (story grammar and temporal sequencing) criteria. The results showed that children performed better as they got older across all the oral language and story retelling tasks. Structural equation modeling revealed that vocabulary skills stand out as a stable predictor across all the three age groups. A new finding was also demonstrated, highlighting that morphological awareness, phonological awareness skills and pragmatics work together with vocabulary skills in diverse patterns at different points of a child's development, in order to support his/her ability to retell a story.
Educational Psychology, 2014
The study assessed cognitive and academic performance of children demonstrating teacher-rated ADH... more The study assessed cognitive and academic performance of children demonstrating teacher-rated ADHD-related symptoms (Inattention [IA] and/or Hyperactivity/Impulsivity [H/I]) in a representative sample of, largely untreated, Greek elementary school students (N = 923). A battery of tests assessing short-term memory (STM), sustained attention, executive functions (EFs), reading and math skills were administered. Significant deficits in EFs and STM were restricted to the groups of students displaying inattention symptoms and were only marginally elevated among students showing hyperactivity/impulsivity symptoms alone, in comparison to their non-symptomatic peers. A similar pattern of group differences was observed on tests assessing word-and text-level reading skills. Impaired performance on sustained attention tasks was less evident. Among students who manifested inattention symptoms, those who also showed impaired reading skills presented more severe EFs deficits than typically achieving students. Results demonstrated a close link between EFs, other than inhibition and set-shifting, everyday symptoms of inattention, and achievement in math and word-level reading skills.
Η γνωστική ανάπτυξη του παιδιού και η ικανότητα μάθησης στο σχολικό πλαίσιο είναι άμεσα συνυφα... more Η γνωστική ανάπτυξη του παιδιού και η ικανότητα μάθησης στο σχολικό πλαίσιο είναι άμεσα συνυφασμένες με τις γλωσσικές δεξιότητες. O βαθμός ανάπτυξης των δεξιοτήτων αυτών μπορεί να επηρεάσει την ακαδημαϊκή επίδοση του παιδιού και άλλες πτυχές της εξέλιξής του (Storch & Whitehurst, 2002; Dockrell et al., 2007; Torgesen, 2000). Η ανάγκη για έγκαιρο εντοπισμό - στην προσχολική ηλικία -οδήγησε στη δημιουργία μια εφαρμογής που περιλαμβάνει μια νέα συστοιχίας για την αξιολόγηση της γλωσσικής ανάπτυξης σε παιδιά ηλικίας 4-7 ετών. Πιο συγκεκριμένα αξιολογεί τις γλωσσικές δεξιότητες Φωνολογικής Επίγνωσης και Επεξεργασίας, Ακουστικής κατανόησης, Λεξιλογίου (προσληπτικού και εκφραστικού), Αφηγηματικού Λόγου, Μορφολογικής Επίγνωσης και Πραγματολογικής Επάρκειας, αλλά και δεξιότητες που σχετίζονται με το γραπτό λόγο: Αναγνώριση Φθόγγων, Επινοημένη Γραφή Ονόματος και Πρότασης. Με τη χρήση της τεχνολογίας είναι εφικτή η άμεση ανίχνευση των δυνατοτήτων ή ελλειμμάτων του κάθε παιδιού στους βασικούς τομείς της γλωσσικής ανάπτυξης.
The aim of the study was to investigate the developmental path of narrative skills of preschool a... more The aim of the study was to investigate the developmental path of narrative skills of preschool and primary school children. Two hundred thirty seven Greek-speaking children from various regions of Greece participated in the study. They were separated in three age groups: 4-5, 5-6 and 6-7 years old. Retelling and narrative production skills were evaluated. Correlations between the two narrative skills were investigated. Four illustrated stories were used (two stories for retelling and two stories for narrative production).Children’s narratives were collected and transcribed from the recordings. Then, narratives were coded and assessed according to certain criteria: icrostructure/cohesion (conjunction and lexical cohesion) and macrostructure/ coherence (story grammar and temporal sequencing of actions and events). The findings revealed that narratives of older children tended to be better according to the story structure criteria in comparison to narratives produced by younger children. In addition, the qualitative analysis of children’s narratives demonstrated the different narrative levels (labeling, listing, connecting, sequencing and narrating) proposed by Stadler and Ward (2005). Children of all age groups performed better in retelling test compared to narrative production test. The results also revealed differences in performance in relation to gender (girls performed better than boys). Finally, a statistically significant correlation between children’s performance in retelling and narrative production skills was found. The results are discussed in terms of theoretical models of narrative abilities. Implications for research, theory and educational purposes are also discussed
Σκοπός της μελέτης ήταν να εξετάσει το αναπτυξιακό προφίλ του αφηγηματικού λόγου των παιδιών προσχολικής και πρώτης σχολικής ηλικίας. Αξιολογήθηκαν οι δεξιότητες παραγωγής ελεύθερης αφήγησης και οι δεξιότητες αναδιήγησης 237 παιδιών, ηλικίας 4-5, 5-6 και 67 ετών, από διάφορες περιοχές της Ελλάδας. Ακόμα, εξετάστηκε εάν υπάρχει συσχέτιση μεταξύ των δύο δεξιοτήτων αφηγηματικού λόγου. Ταυτόχρονα, μελετήθηκε κατά πόσο τα αναπτυξιακά επίπεδα (ονοματοθεσία, παράθεση, σύνδεση, αλληλουχία, αφήγηση) που προτείνονται από το μοντέλο των Stadler και Ward (2005) μπορούσαν να εντοπισθούν στο συγκεκριμένο δείγμα. Μέσω τεσσάρων εικονογραφημένων ιστοριών, συλλέχθηκαν αφηγήσεις που στην συνέχεια απομαγνητοφωνήθηκαν, κωδικοποιήθηκαν και βαθμολογήθηκαν ως προς τη μικροδομή και τη μακροδομή τους. Τα αποτελέσματα έδειξαν πως οι αφηγηματικές δεξιότητες των παιδιών βελτιώθηκαν με την ηλικία τόσο ως προς την ελεύθερη αφήγηση όσο και ως προς την αναδιήγηση. Ωστόσο, τα παιδιά όλων των ηλικιακών ομάδων είχαν καλύτερες επιδόσεις στη δοκιμασία της αναδιήγησης συγκριτικά με τη δοκιμασία της ελεύθερης αφήγησης. Επίσης, τα αποτελέσματα έδειξαν διαφορές στις επιδόσεις σε σχέση με το φύλο, με τα κορίτσια να εμφανίζουν καλύτερες επιδόσεις από τα αγόρια. Τέλος, βρέθηκε στατιστικώς σημαντική συσχέτιση μεταξύ των επιδόσεων των παιδιών στην αναδιήγηση και στην ελεύθερη παραγωγή. Τα αποτελέσματα συζητούνται σε σχέση την αξιοποίησή τους στην εκπαιδευτική πράξη.
BOOKS by SOPHIA PAPAIOANNOU
Intelearn, 2017
Το ΛΟΓΟΜΕΤΡΟ είναι μία καινοτόμα τεχνολογική εφαρμογή σταθμισμένης γλωσσικής αξιολόγησης που έχει... more Το ΛΟΓΟΜΕΤΡΟ είναι μία καινοτόμα τεχνολογική εφαρμογή σταθμισμένης γλωσσικής αξιολόγησης που έχει στόχο την ανίχνευση δυνατοτήτων και δυσκολιών στον προφορικό και στο γραπτό λόγο παιδιών προσχολικής και πρώτης σχολικής ηλικίας (4 - 7 ετών). Έχει σχεδιαστεί με βάση τις βασικές διαστάσεις του γλωσσικού συστήματος (εκτός της Φωνητικής), ώστε να καλύπτει όλο το εύρος των γλωσσικών δεξιοτήτων των παιδιών.
Συνιστά μια πλήρη συστοιχία γλωσσικής αξιολόγησης με τη χρήση 22 δοκιμασιών, η οποία προέκυψε από μεγάλης κλίμακας διαχρονική μελέτη και μελέτη στάθμισης. Οι μελέτες αυτές διεξήχθησαν από το Πανεπιστήμιο Κρήτης και το Εθνικό & Καποδιστριακό Πανεπιστήμιο Αθηνών.
Το ΛΟΓΟΜΕΤΡΟ έχει τους ακόλουθους στόχους:
• Την εκτίμηση του προφορικού λόγου των παιδιών ως προς όλα τα υποσυστήματα της γλώσσας (φωνολογία, σημασιολογία, μορφολογία, πραγματολογία) τόσο σε επίπεδο πρόσληψης-κατανόησης, όσο και σε επίπεδο έκφρασης-παραγωγής.
• Την εκτίμηση της γλωσσικής ανάπτυξης των παιδιών σε επιγλωσσικό και μεταγλωσσικό επίπεδο (φωνολογική και μορφολογική επίγνωση).
• Την εκτίμηση της ακουστικής κατανόησης τόσο σε επίπεδο ακολουθίας προφορικών οδηγιών, όσο και σε επίπεδο απάντησης σε ερωτήσεις κατανόησης προφορικού λόγου.
• Την εκτίμηση της ανάπτυξης δεξιοτήτων γραμματισμού (αναγνώριση γραμμάτων και φθόγγων, γραφή ονόματος, επινοημένη γραφή).
• Την ανάδειξη των ιδιαίτερων προφίλ των παιδιών, έτσι ώστε να σχεδιαστούν κατάλληλα προγράμματα παρέμβασης για όσα από τα παιδιά παρουσιάζουν ελλείμματα σε συγκεκριμένους τομείς.
Προσφέρει:
Παιγνιώδες και πολυμεσικό περιβάλλον αξιολόγησης, ελκυστικά γραφικά και ευχρηστία.
Εύκολη και διασκεδαστική χορήγηση σε όλα τα παιδιά.
Εύκολη κι αξιόπιστη βαθμολόγηση.
Αυτοματοποιημένη έκδοση των αποτελεσμάτων της αξιολόγησης.
Uploads
Papers by SOPHIA PAPAIOANNOU
been utilized until now usually focusing on a single or a few language
subcomponents, along with very few language rating scales for parents and
educators. The need for a comprehensive language assessment tool for
preschool and early school years children which could form the basis for
valid and reliable screening and diagnostic decisions, led to the development
of a new norm-referenced digital tool called Logometro®. The aim of
the present study is to describe Logometro® as well as its psychometric
characteristics. Logometro® evaluates an array of oral language skills across
the different language domains such as phonological awareness, listening
comprehension, vocabulary knowledge (receptive and expressive), narrative
speech, morphological awareness, pragmatics, as well emergent literacy skills
(letter sound knowledge and invented writing) in Greek-speaking 4–7 years
old children. More specifically, Logometro® has been designed in order
to: (a) map individual language development paths as well as difficulties,
(b) provide a descriptive profile of children’s oral language and emergent
literacy skills, and (c) assist in the identification of children who are at risk
for Developmental Language Disorder (DLD) or Specific Learning Disabilities
(SLD). The sample consisted of 926 children aged from 4 to 7 years, which
were recruited from diverse geographical provinces and represented a variety
of socioeconomic backgrounds in Greece. Eight hundred participants were
typically developing children (Nboys = 384 and Ngirls = 416), 126 children (NSLI = 44
and NSLD = 82) represented children with Special Educational Needs, and 126
children were typically developing peers matched for gender and age with
the clinical groups. The administration lasted 90 min, depending on the
participant’s age and competence. Validity (construct, criterion, convergent,
discriminant, and predictive) as well as internal consistency and test–retest
reliability were assessed. Results indicated that Logometro® is characterized
by good psychometric properties and can constitute a norm-referenced
battery of oral language and emergent literacy skills. It could be used to inform
the professionals as well as the researchers about a child’s language strengths and weaknesses and form the basis on which they can design an appropriate individualized intervention if needed.
been utilized until now usually focusing on a single or a few language
subcomponents, along with very few language rating scales for parents and
educators. The need for a comprehensive language assessment tool for
preschool and early school years children which could form the basis for
valid and reliable screening and diagnostic decisions, led to the development
of a new norm-referenced digital tool called Logometro®. The aim of
the present study is to describe Logometro® as well as its psychometric
characteristics. Logometro® evaluates an array of oral language skills across
the different language domains such as phonological awareness, listening
comprehension, vocabulary knowledge (receptive and expressive), narrative
speech, morphological awareness, pragmatics, as well emergent literacy skills
(letter sound knowledge and invented writing) in Greek-speaking 4–7 years
old children. More specifically, Logometro® has been designed in order
to: (a) map individual language development paths as well as difficulties,
(b) provide a descriptive profile of children’s oral language and emergent
literacy skills, and (c) assist in the identification of children who are at risk
for Developmental Language Disorder (DLD) or Specific Learning Disabilities
(SLD). The sample consisted of 926 children aged from 4 to 7 years, which
were recruited from diverse geographical provinces and represented a variety
of socioeconomic backgrounds in Greece. Eight hundred participants were
typically developing children (Nboys = 384 and Ngirls = 416), 126 children (NSLI = 44
and NSLD = 82) represented children with Special Educational Needs, and 126
children were typically developing peers matched for gender and age with
the clinical groups. The administration lasted 90 min, depending on the
participant’s age and competence. Validity (construct, criterion, convergent,
discriminant, and predictive) as well as internal consistency and test–retest
reliability were assessed. Results indicated that Logometro® is characterized
by good psychometric properties and can constitute a norm-referenced
battery of oral language and emergent literacy skills. It could be used to inform
the professionals as well as the researchers about a child’s language strengths and weaknesses and form the basis on which they can design an appropriate
individualized intervention if needed
Σκοπός της μελέτης ήταν να εξετάσει το αναπτυξιακό προφίλ του αφηγηματικού λόγου των παιδιών προσχολικής και πρώτης σχολικής ηλικίας. Αξιολογήθηκαν οι δεξιότητες παραγωγής ελεύθερης αφήγησης και οι δεξιότητες αναδιήγησης 237 παιδιών, ηλικίας 4-5, 5-6 και 67 ετών, από διάφορες περιοχές της Ελλάδας. Ακόμα, εξετάστηκε εάν υπάρχει συσχέτιση μεταξύ των δύο δεξιοτήτων αφηγηματικού λόγου. Ταυτόχρονα, μελετήθηκε κατά πόσο τα αναπτυξιακά επίπεδα (ονοματοθεσία, παράθεση, σύνδεση, αλληλουχία, αφήγηση) που προτείνονται από το μοντέλο των Stadler και Ward (2005) μπορούσαν να εντοπισθούν στο συγκεκριμένο δείγμα. Μέσω τεσσάρων εικονογραφημένων ιστοριών, συλλέχθηκαν αφηγήσεις που στην συνέχεια απομαγνητοφωνήθηκαν, κωδικοποιήθηκαν και βαθμολογήθηκαν ως προς τη μικροδομή και τη μακροδομή τους. Τα αποτελέσματα έδειξαν πως οι αφηγηματικές δεξιότητες των παιδιών βελτιώθηκαν με την ηλικία τόσο ως προς την ελεύθερη αφήγηση όσο και ως προς την αναδιήγηση. Ωστόσο, τα παιδιά όλων των ηλικιακών ομάδων είχαν καλύτερες επιδόσεις στη δοκιμασία της αναδιήγησης συγκριτικά με τη δοκιμασία της ελεύθερης αφήγησης. Επίσης, τα αποτελέσματα έδειξαν διαφορές στις επιδόσεις σε σχέση με το φύλο, με τα κορίτσια να εμφανίζουν καλύτερες επιδόσεις από τα αγόρια. Τέλος, βρέθηκε στατιστικώς σημαντική συσχέτιση μεταξύ των επιδόσεων των παιδιών στην αναδιήγηση και στην ελεύθερη παραγωγή. Τα αποτελέσματα συζητούνται σε σχέση την αξιοποίησή τους στην εκπαιδευτική πράξη.
BOOKS by SOPHIA PAPAIOANNOU
Συνιστά μια πλήρη συστοιχία γλωσσικής αξιολόγησης με τη χρήση 22 δοκιμασιών, η οποία προέκυψε από μεγάλης κλίμακας διαχρονική μελέτη και μελέτη στάθμισης. Οι μελέτες αυτές διεξήχθησαν από το Πανεπιστήμιο Κρήτης και το Εθνικό & Καποδιστριακό Πανεπιστήμιο Αθηνών.
Το ΛΟΓΟΜΕΤΡΟ έχει τους ακόλουθους στόχους:
• Την εκτίμηση του προφορικού λόγου των παιδιών ως προς όλα τα υποσυστήματα της γλώσσας (φωνολογία, σημασιολογία, μορφολογία, πραγματολογία) τόσο σε επίπεδο πρόσληψης-κατανόησης, όσο και σε επίπεδο έκφρασης-παραγωγής.
• Την εκτίμηση της γλωσσικής ανάπτυξης των παιδιών σε επιγλωσσικό και μεταγλωσσικό επίπεδο (φωνολογική και μορφολογική επίγνωση).
• Την εκτίμηση της ακουστικής κατανόησης τόσο σε επίπεδο ακολουθίας προφορικών οδηγιών, όσο και σε επίπεδο απάντησης σε ερωτήσεις κατανόησης προφορικού λόγου.
• Την εκτίμηση της ανάπτυξης δεξιοτήτων γραμματισμού (αναγνώριση γραμμάτων και φθόγγων, γραφή ονόματος, επινοημένη γραφή).
• Την ανάδειξη των ιδιαίτερων προφίλ των παιδιών, έτσι ώστε να σχεδιαστούν κατάλληλα προγράμματα παρέμβασης για όσα από τα παιδιά παρουσιάζουν ελλείμματα σε συγκεκριμένους τομείς.
Προσφέρει:
Παιγνιώδες και πολυμεσικό περιβάλλον αξιολόγησης, ελκυστικά γραφικά και ευχρηστία.
Εύκολη και διασκεδαστική χορήγηση σε όλα τα παιδιά.
Εύκολη κι αξιόπιστη βαθμολόγηση.
Αυτοματοποιημένη έκδοση των αποτελεσμάτων της αξιολόγησης.
been utilized until now usually focusing on a single or a few language
subcomponents, along with very few language rating scales for parents and
educators. The need for a comprehensive language assessment tool for
preschool and early school years children which could form the basis for
valid and reliable screening and diagnostic decisions, led to the development
of a new norm-referenced digital tool called Logometro®. The aim of
the present study is to describe Logometro® as well as its psychometric
characteristics. Logometro® evaluates an array of oral language skills across
the different language domains such as phonological awareness, listening
comprehension, vocabulary knowledge (receptive and expressive), narrative
speech, morphological awareness, pragmatics, as well emergent literacy skills
(letter sound knowledge and invented writing) in Greek-speaking 4–7 years
old children. More specifically, Logometro® has been designed in order
to: (a) map individual language development paths as well as difficulties,
(b) provide a descriptive profile of children’s oral language and emergent
literacy skills, and (c) assist in the identification of children who are at risk
for Developmental Language Disorder (DLD) or Specific Learning Disabilities
(SLD). The sample consisted of 926 children aged from 4 to 7 years, which
were recruited from diverse geographical provinces and represented a variety
of socioeconomic backgrounds in Greece. Eight hundred participants were
typically developing children (Nboys = 384 and Ngirls = 416), 126 children (NSLI = 44
and NSLD = 82) represented children with Special Educational Needs, and 126
children were typically developing peers matched for gender and age with
the clinical groups. The administration lasted 90 min, depending on the
participant’s age and competence. Validity (construct, criterion, convergent,
discriminant, and predictive) as well as internal consistency and test–retest
reliability were assessed. Results indicated that Logometro® is characterized
by good psychometric properties and can constitute a norm-referenced
battery of oral language and emergent literacy skills. It could be used to inform
the professionals as well as the researchers about a child’s language strengths and weaknesses and form the basis on which they can design an appropriate individualized intervention if needed.
been utilized until now usually focusing on a single or a few language
subcomponents, along with very few language rating scales for parents and
educators. The need for a comprehensive language assessment tool for
preschool and early school years children which could form the basis for
valid and reliable screening and diagnostic decisions, led to the development
of a new norm-referenced digital tool called Logometro®. The aim of
the present study is to describe Logometro® as well as its psychometric
characteristics. Logometro® evaluates an array of oral language skills across
the different language domains such as phonological awareness, listening
comprehension, vocabulary knowledge (receptive and expressive), narrative
speech, morphological awareness, pragmatics, as well emergent literacy skills
(letter sound knowledge and invented writing) in Greek-speaking 4–7 years
old children. More specifically, Logometro® has been designed in order
to: (a) map individual language development paths as well as difficulties,
(b) provide a descriptive profile of children’s oral language and emergent
literacy skills, and (c) assist in the identification of children who are at risk
for Developmental Language Disorder (DLD) or Specific Learning Disabilities
(SLD). The sample consisted of 926 children aged from 4 to 7 years, which
were recruited from diverse geographical provinces and represented a variety
of socioeconomic backgrounds in Greece. Eight hundred participants were
typically developing children (Nboys = 384 and Ngirls = 416), 126 children (NSLI = 44
and NSLD = 82) represented children with Special Educational Needs, and 126
children were typically developing peers matched for gender and age with
the clinical groups. The administration lasted 90 min, depending on the
participant’s age and competence. Validity (construct, criterion, convergent,
discriminant, and predictive) as well as internal consistency and test–retest
reliability were assessed. Results indicated that Logometro® is characterized
by good psychometric properties and can constitute a norm-referenced
battery of oral language and emergent literacy skills. It could be used to inform
the professionals as well as the researchers about a child’s language strengths and weaknesses and form the basis on which they can design an appropriate
individualized intervention if needed
Σκοπός της μελέτης ήταν να εξετάσει το αναπτυξιακό προφίλ του αφηγηματικού λόγου των παιδιών προσχολικής και πρώτης σχολικής ηλικίας. Αξιολογήθηκαν οι δεξιότητες παραγωγής ελεύθερης αφήγησης και οι δεξιότητες αναδιήγησης 237 παιδιών, ηλικίας 4-5, 5-6 και 67 ετών, από διάφορες περιοχές της Ελλάδας. Ακόμα, εξετάστηκε εάν υπάρχει συσχέτιση μεταξύ των δύο δεξιοτήτων αφηγηματικού λόγου. Ταυτόχρονα, μελετήθηκε κατά πόσο τα αναπτυξιακά επίπεδα (ονοματοθεσία, παράθεση, σύνδεση, αλληλουχία, αφήγηση) που προτείνονται από το μοντέλο των Stadler και Ward (2005) μπορούσαν να εντοπισθούν στο συγκεκριμένο δείγμα. Μέσω τεσσάρων εικονογραφημένων ιστοριών, συλλέχθηκαν αφηγήσεις που στην συνέχεια απομαγνητοφωνήθηκαν, κωδικοποιήθηκαν και βαθμολογήθηκαν ως προς τη μικροδομή και τη μακροδομή τους. Τα αποτελέσματα έδειξαν πως οι αφηγηματικές δεξιότητες των παιδιών βελτιώθηκαν με την ηλικία τόσο ως προς την ελεύθερη αφήγηση όσο και ως προς την αναδιήγηση. Ωστόσο, τα παιδιά όλων των ηλικιακών ομάδων είχαν καλύτερες επιδόσεις στη δοκιμασία της αναδιήγησης συγκριτικά με τη δοκιμασία της ελεύθερης αφήγησης. Επίσης, τα αποτελέσματα έδειξαν διαφορές στις επιδόσεις σε σχέση με το φύλο, με τα κορίτσια να εμφανίζουν καλύτερες επιδόσεις από τα αγόρια. Τέλος, βρέθηκε στατιστικώς σημαντική συσχέτιση μεταξύ των επιδόσεων των παιδιών στην αναδιήγηση και στην ελεύθερη παραγωγή. Τα αποτελέσματα συζητούνται σε σχέση την αξιοποίησή τους στην εκπαιδευτική πράξη.
Συνιστά μια πλήρη συστοιχία γλωσσικής αξιολόγησης με τη χρήση 22 δοκιμασιών, η οποία προέκυψε από μεγάλης κλίμακας διαχρονική μελέτη και μελέτη στάθμισης. Οι μελέτες αυτές διεξήχθησαν από το Πανεπιστήμιο Κρήτης και το Εθνικό & Καποδιστριακό Πανεπιστήμιο Αθηνών.
Το ΛΟΓΟΜΕΤΡΟ έχει τους ακόλουθους στόχους:
• Την εκτίμηση του προφορικού λόγου των παιδιών ως προς όλα τα υποσυστήματα της γλώσσας (φωνολογία, σημασιολογία, μορφολογία, πραγματολογία) τόσο σε επίπεδο πρόσληψης-κατανόησης, όσο και σε επίπεδο έκφρασης-παραγωγής.
• Την εκτίμηση της γλωσσικής ανάπτυξης των παιδιών σε επιγλωσσικό και μεταγλωσσικό επίπεδο (φωνολογική και μορφολογική επίγνωση).
• Την εκτίμηση της ακουστικής κατανόησης τόσο σε επίπεδο ακολουθίας προφορικών οδηγιών, όσο και σε επίπεδο απάντησης σε ερωτήσεις κατανόησης προφορικού λόγου.
• Την εκτίμηση της ανάπτυξης δεξιοτήτων γραμματισμού (αναγνώριση γραμμάτων και φθόγγων, γραφή ονόματος, επινοημένη γραφή).
• Την ανάδειξη των ιδιαίτερων προφίλ των παιδιών, έτσι ώστε να σχεδιαστούν κατάλληλα προγράμματα παρέμβασης για όσα από τα παιδιά παρουσιάζουν ελλείμματα σε συγκεκριμένους τομείς.
Προσφέρει:
Παιγνιώδες και πολυμεσικό περιβάλλον αξιολόγησης, ελκυστικά γραφικά και ευχρηστία.
Εύκολη και διασκεδαστική χορήγηση σε όλα τα παιδιά.
Εύκολη κι αξιόπιστη βαθμολόγηση.
Αυτοματοποιημένη έκδοση των αποτελεσμάτων της αξιολόγησης.