What does the Sentence Structure component of the CELF-IV index, in monolinguals and bilinguals?

The Sentence Structure sub-test (SST) of the Clinical Evaluation of Language Fundamentals (CELF) aims to “measure the acquisition of grammatical (structural) rules at the sentence level”. Although originally designed for clinical practice with monolingual children, components of the CELF, such as th...

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Bibliographic Details
Published in:Journal of child language 2022-05, Vol.49 (3), p.423-450
Main Authors: DE CAT, Cécile, MELIA, Tara
Format: Article
Language:English
Subjects:
Achievement Tests
Bilingualism
Child
Child, Preschool
Children
Children & youth
Cognition & reasoning
Cognitive Processes
Comprehension
Difficulty Level
English
English language
English proficiency
Executive Function
Humans
Hypotheses
Individual Differences
Inferences
Information Needs
Language
Language acquisition
Language Aptitude
Language Development
Language Enrichment
Language Impairments
Language proficiency
Language Tests
Linguistics
Literacy
Monolingualism
Multilingualism
Native Speakers
Psycholinguistics
Raw Scores
Reading Comprehension
Reproducibility of Results
Sentence Structure
Short Term Memory
Statistical Significance
Syntax
Test Items
Test Reliability
Visual Literacy
Young Children
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Summary:The Sentence Structure sub-test (SST) of the Clinical Evaluation of Language Fundamentals (CELF) aims to “measure the acquisition of grammatical (structural) rules at the sentence level”. Although originally designed for clinical practice with monolingual children, components of the CELF, such as the SST, are often used to inform psycholinguistic research. Raw scores are also commonly used to estimate the English proficiency of bilingual children. This study queries the reliability of the SST as an index of children's ability to deal with structural complexity in sentence comprehension, and demonstrates that cognitive complexity induces a considerable confound in the task, affecting 5- to 7-year-old monolinguals (n = 87) and bilinguals (n = 87) alike.
ISSN:0305-0009
1469-7602
DOI:10.1017/S0305000920000823