Alternative Tense and Agreement Morpheme Measures for Assessing Grammatical Deficits During the Preschool Period

Abstract

PURPOSE: P. A. Hadley and H. Short (2005) developed a set of measures designed to assess the emerging diversity and productivity of tense and agreement (T/A) morpheme use by 2-year-olds. The authors extended 2 of these measures to the preschool years to evaluate their utility in distinguishing children with specific language impairment (SLI) from their typically developing (TD) peers. METHOD: Spontaneous speech samples from 55 children (25 with SLI, 30 TD) at 2 different age levels (4;0-4;6 [years;months] and 5;0-5;6) were analyzed, using a traditional T/A morphology composite that assessed accuracy, and the Hadley and Short measures of Tense Marker Total (assessing diversity of T/A morpheme use) and Productivity Score (assessing productivity of major T/A categories). RESULTS: All 3 measures showed acceptable levels of sensitivity and specificity. In addition, similar differences in levels of productivity across T/A categories were seen in the TD and SLI groups. CONCLUSION: The Tense Marker Total and Productivity Score measures seem to have considerable utility for preschool-age children, in that they provide information about specific T/A morphemes and major T/A categories that are not distinguished using the traditional composite measure. The findings are discussed within the framework of the gradual morphosyntactic learning account.

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