Abstract
We investigated typical errors made by Mandarin-speaking children when measured by the Preschool Language Scales-fifth edition, Screening Test (PLS-5 Screening Test). The intention was to provide preliminary data for the development of a guideline for early childhood educators and psychologists who use the test with Mandarin-speaking children. Seventy-one Mandarin-speaking children aged 36-69 months from 15 childcare centres in northwest Sydney participated in the study. The children all had typically developing Mandarin competence as screened by a standardised Mandarin test. The results were consistent with our hypotheses. That is, due to linguistic differences between Mandarin and English, and Chinese children’s general low level of autonomy, the most challenging areas on the PLS-5 Screening Test were production of word final consonants which do not occur in Mandarin, the use of plurals, personal pronouns, and language items embedded with autonomy. Children’s overall performance on the test improved when their time attending English speaking childcare increased. The results are discussed with reference to implications for psychologists and childcare educators working with Mandarin-speaking children.
| Language | English |
|---|---|
| Pages | 24-34 |
| Number of pages | 11 |
| Journal | Australian Journal of Educational and Developmental Psychology |
| Volume | 15 |
| Publication status | Published - 2016 |
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Bibliographical note
Copyright the Publisher 2016. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.Keywords
- Mandarin-speaking children
- PLS-5 Screening Test
- phonemes
- plurals
- pronouns
Cite this
}
Interpretation of errors made by Mandarin-speaking children on the Preschool Language Scales - 5th edition screening test. / Ren, Yonggang; Xu Rattanasone, Nan; Wyver, Shirley; Hinton, Amber; Demuth, Katherine.
In: Australian Journal of Educational and Developmental Psychology, Vol. 15, 2016, p. 24-34.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Interpretation of errors made by Mandarin-speaking children on the Preschool Language Scales - 5th edition screening test
AU - Ren, Yonggang
AU - Xu Rattanasone, Nan
AU - Wyver, Shirley
AU - Hinton, Amber
AU - Demuth, Katherine
N1 - Copyright the Publisher 2016. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.
PY - 2016
Y1 - 2016
N2 - We investigated typical errors made by Mandarin-speaking children when measured by the Preschool Language Scales-fifth edition, Screening Test (PLS-5 Screening Test). The intention was to provide preliminary data for the development of a guideline for early childhood educators and psychologists who use the test with Mandarin-speaking children. Seventy-one Mandarin-speaking children aged 36-69 months from 15 childcare centres in northwest Sydney participated in the study. The children all had typically developing Mandarin competence as screened by a standardised Mandarin test. The results were consistent with our hypotheses. That is, due to linguistic differences between Mandarin and English, and Chinese children’s general low level of autonomy, the most challenging areas on the PLS-5 Screening Test were production of word final consonants which do not occur in Mandarin, the use of plurals, personal pronouns, and language items embedded with autonomy. Children’s overall performance on the test improved when their time attending English speaking childcare increased. The results are discussed with reference to implications for psychologists and childcare educators working with Mandarin-speaking children.
AB - We investigated typical errors made by Mandarin-speaking children when measured by the Preschool Language Scales-fifth edition, Screening Test (PLS-5 Screening Test). The intention was to provide preliminary data for the development of a guideline for early childhood educators and psychologists who use the test with Mandarin-speaking children. Seventy-one Mandarin-speaking children aged 36-69 months from 15 childcare centres in northwest Sydney participated in the study. The children all had typically developing Mandarin competence as screened by a standardised Mandarin test. The results were consistent with our hypotheses. That is, due to linguistic differences between Mandarin and English, and Chinese children’s general low level of autonomy, the most challenging areas on the PLS-5 Screening Test were production of word final consonants which do not occur in Mandarin, the use of plurals, personal pronouns, and language items embedded with autonomy. Children’s overall performance on the test improved when their time attending English speaking childcare increased. The results are discussed with reference to implications for psychologists and childcare educators working with Mandarin-speaking children.
KW - Mandarin-speaking children
KW - PLS-5 Screening Test
KW - phonemes
KW - plurals
KW - pronouns
UR - http://www.scopus.com/inward/record.url?scp=84962723181&partnerID=8YFLogxK
UR - https://www.newcastle.edu.au/about-uon/governance-and-leadership/faculties-and-schools/faculty-of-education-and-arts/school-of-education/school-research/ajedp/previous-issues/volume-15-2015-2017
M3 - Article
VL - 15
SP - 24
EP - 34
JO - Australian Journal of Educational and Developmental Psychology
T2 - Australian Journal of Educational and Developmental Psychology
JF - Australian Journal of Educational and Developmental Psychology
SN - 1446-5442
ER -