Establishing Norm Reference for SLI Children in Mainland China


This study aims to establish a norm reference of children's language development level. As many psychological-medical assessing tools are available for testing children's language development or impairment, treatments from medical institutions and professions are often involved. However, a testing instrument designed for early detection of SLI children for in-service teachers is needed. The Assessment of Language Impairments in School-age Children Scale developed by the National Taiwan Normal University was used in this study to establish a norm reference for children of school age in northern Jiangsu Province in Mainland China. Modification and justifications of items were made for better cultural-historical adaption of being used. All 102 participants were from an elementary school in Xuzhou City of Jiangsu Province. The results of each school age were calculated and compared with a norm reference established in Taiwan. The results showed that although the means don't have much difference, the cut-off scores of M-1.5 SD showed significant differences. The results also showed 6 out of 102 were diagnosed against the new norm reference, while five were diagnosed against NTNU's norm reference in Taiwan. However, the one who wasn't diagnosed against NTNU's norm reference in Taiwan scored 60, which was very close to the cut-off of 59.77. Thus, the diagnostic odds ratio in our study was between 4.42%-5.30%, which falls into the generally understood range of 5%-7%. Further study is needed for more participants from different regions for all school ages.

Author Information
Cheng Hsu, Jiangsu Normal University, China
Li Jing, Jiangsu Normal University, China

Paper Information
Conference: ACE2023
Stream: Education & Difference: Gifted Education

This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Hsu C., & Jing L. (2024) Establishing Norm Reference for SLI Children in Mainland China ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings
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Posted by James Alexander Gordon