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Teste de Linguagem (TL-ALPE)

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Validity and Reliability of the
European-Portuguese Preschool Language
Assessment ALPE
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Key Words Introduction

Language · Assessment · Child language
Children with speech and language delays represent
the most common clinical cases of speech-language pa-
Abstract thologists (SLPs). The prevalence of language delay and
Background/Aims: To design and standardize the Preschool disorders ranges from 1 to 15% according to a systematic
Language Test (Teste de Linguagem-Avaliação da Lingua- review of the literature [1]. Language assessment of pre-
gem Pré-Escolar, TL-ALPE) which assesses European Portu- school children with developmental language disorders is
guese (EP)-speaking children’s receptive and expressive lan- typically performed with standardized tests in combina-
guage abilities. Methods: To standardize TL-ALPE, data was tion with other information [2].
collected on 817 EP-speaking children aged 3 years and 0 There are several language assessment instruments for
months to 5 years and 12 months. The standardization, valid- English [3, 4]. Some of those commonly cited for pre-
ity and reliability procedures of TL-ALPE followed the stan- school children are the Preschool Language Scale-4 [5],
dard recommendations. Results: TL-ALPE presented a strong the Test of Language Development Primary (TOLD-P:4)
cohesion (internal consistency, >80%) and strong inter- and [6], and the Clinical Evaluation of Language Fundamen-
intrajudge reliability (>90%). The content validity was veri- tals (CELF Preschool-2) [7]. For European Portuguese
fied by the description of instrument domain and the items. (EP), however, there is only one standardized instrument
The construct validity of TL-ALPE was confirmed by the pro- to assess receptive and expressive language skills of pre-
portional increase in mean score values with age for both school-age children: the Language Assessment Test for
receptive and expressive abilities. The results of concurrent Children (Teste de Avaliação da Linguagem na Criança,
validity revealed strong correlations between TL-ALPE and TALC) [8]. This instrument was designed to be applied
other EP preschool language tests for expressive and total in children aged 2 years and 6 months to 5 years and 11
language scores. Conclusion: TL-ALPE is a valid and reliable months (2;6–5;11) and contains two subtests: (1) recep-
instrument to assess language skills of EP-speaking pre- tive subtest – semantics (vocabulary and semantic rela-
school children. © 2014 S. Karger AG, Basel tions) and syntax (sentence comprehension) and (2) ex-
pressive subtest – semantics (vocabulary and semantic
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Verlag S. KARGER AG, BASEL

© 2014 S. Karger AG, Basel Marisa Lousada

1021–7762/14/0663–0089$39.50/0 School of Health Sciences (ESSUA)
University of Aveiro
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E-Mail karger@karger.com
PT–3810-193 Aveiro (Portugal)
www.karger.com/fpl
E-Mail marisalousada @ ua.pt
awareness), morphology (word structure) and pragmat- Table 1. Distribution of the sample
ics (communicative intentions). TALC includes raw
scores and percentile ranks for the receptive and expres- Age group Gender, n Subtotal, n
sive subtests. For the standardization, 1,002 children were female male
recruited across Portugal. Only the internal consistency
3;0 – 3;6 49 53 102
is addressed in this test, and Cronbach’s α coefficient was
3;6 – 3;12 72 79 151
>0.700. There is a need for an instrument that taps a 4;0 – 4;6 76 66 142
broader range of language skills (e.g., uses possessives, 4;6 – 4;12 60 63 123
uses regular and irregular forms of past tense – morpho- 5;0 – 5;6 80 80 160
logical markers not assessed by TALC; builds complex 5;6 – 5;12 65 74 139
sentences – use of syntax that is not analyzed by TALC; Total 402 415 817
defines words, phonological awareness – metalinguistic
skills not included in TALC). Furthermore, the recent lit-
erature has described specific language impairment as a
heterogeneous disorder, where language domains can be Sample Size and Distribution
selectively impaired, and different types of specific lan- The sample size was determined through the G*Power 3 [12]
guage impairment can be identified [9]; thus it is useful program. A sample size between 850 and 900 children was indi-
cated to detect small effect sizes in the analyses of variance (ANO-
to have a language test that also gives standard scores for VA). Thirteen districts from the Portuguese mainland and islands
specific language domains. were selected, corresponding to four dialectal areas – northern,
The Preschool Language Test (Teste de Linguagem- central-southern, Azores and Madeira [13]. Children were recruit-
Avaliação da Linguagem Pré-Escolar, TL-ALPE) [10] was ed according to the following inclusion criteria: (1) EP as native
designed to: (1) quantitatively assess the language skills of language, (2) monolingual, (3) normal language development, (4)
gender, (5) age, (6) kindergarten attendance and (7) geographical
EP-speaking children aged 3;0–5;12 in receptive and ex- location. They were selected across the Portuguese mainland as
pressive abilities and metalinguistic awareness in different, well as Madeira and the Azores based on national census distribu-
specific domains (a detailed description of which is pre- tion. Eight hundred and seventeen children were included in this
sented in the Methods section); (2) qualitatively determine study, 402 females and 415 males, with ages between 3;0 and 5;12.
strengths and weaknesses in language areas; (3) document For each gender, age groups were tentatively equally distributed
within a 6-month interval (table 1). Socioeconomic status was cat-
children’s progress in language following therapeutic in- egorized by parental education and professional occupation. Pa-
tervention, and (4) determine intervention efficacy and ef- rental education was classified according to the Portuguese levels
ficiency. This paper aims to describe the TL-ALPE design of education: primary (1st, 2nd and 3rd cycle), secondary and uni-
and standardization procedures, specifically the content, versity. Parental professional occupation was described through
construct and concurrent validity and reliability measures the Portuguese Classification of Occupations (Classificação Na-
cional de Profissões) [14].
such as internal consistency and intra- and interjudge
agreement. TL-ALPE is part of a larger research project Materials, Procedures and Scoring
(ALPE) that is composed of two main assessment instru- Ninety-two colored pictures of animals, body parts, objects,
ments: (1) the Phonetic-Phonological Test-ALPE (Teste toys, food, transports and actions were designed to elicit children’s
Fonético-Fonológico-Avaliação da Linguagem Pré-Esco- receptive and expressive language responses. Pictures were com-
piled and presented in a pyramidal flipped stimulus book. The pic-
lar, TFF-ALPE) [11] and (2) TL-ALPE. ture stimulus faced the child, and the back of the pyramid had the
instructions facing the examiner.
Target word selection was based on EP word frequency usage
Methods described in the Portuguese Fundamental Frequency Corpus
(Corpus de Frequência do Português Fundamental) [15] and the
Examiners vocabulary knowledge of EP-speaking preschool children. A set of
Data collection of language skills was carried out by 43 licensed seven familiar objects (i.e., spoon, knife, fork, dish, cup, doll, car)
and certified SLPs with experience in language testing in children. was also used to obtain data on spatial semantic skills.
To ensure successful and consistent data collection, SLPs were pro- TL-ALPE consisted of three sections: (1) receptive or auditory
vided with a detailed instruction manual containing standardiza- comprehension, (2) expressive or oral verbal expression, and (3) a
tion directions and scoring procedures. Pictorial materials and ob- supplemental section of metalinguistic awareness. The receptive sec-
jects were also provided. Technical support was systematically tion was used to assess and analyze the child’s auditory comprehen-
provided on a daily basis by the research team through phone or sion in semantic, morphology and syntax domains. The expressive
e-mail contact. Data collection occurred in public and private kin- section assessed and analyzed the child’s expressive language skills
dergartens and schools. in semantic, morphology and syntax domains. The supplemental
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Table 2. Distribution of receptive and expressive tasks across language domains

Domain Receptive Expressive

Semantics Identifies pictures (e.g., shoe, bed, sweat) Names pictures (e.g., banana, pig, bicycle)
Recognizes action in pictures (e.g., drinking, painting) Names actions in pictures (e.g., cooking)
Understands use of objects
Understands spatial concepts (e.g., in, behind) Uses prepositions (e.g., on, next to)
Identifies categories (e.g., animals) Names categories (e.g., toys)
Names members of the categories (e.g., fruits)
Structure Understands basic sentences Produces basic sentences
(morphology and Understands complex sentences Builds complex sentences
syntax) Understands passive voice sentences Uses possessives (e.g., mine)
Uses plural forms, regular and irregular
Uses verb tense (e.g., regular and irregular
forms of past tense, future tense, third person
singular)
Semantic awareness Defines words
Structure awareness Recognizes morphologic and syntactic errors in sentences
Phonological awareness Syllable segmentation, phoneme identity

section collected and analyzed metalinguistic competency for se- The content validity of TL-ALPE was assessed by analyzing the ap-
mantic, morphologic, syntactic and phonological awareness. Table 2 propriateness of items of the skills being assessed [5]. Construct
presents the tasks assessed by TL-ALPE across language domains. validity means that an instrument measures a theoretical construct
Materials, verbal and model instructions, trial items and scor- (i.e., an explanation of a behavior based on empirical observation)
ing directions were included in the manual. Verbal and model in- [19]. The construct validity of TL-ALPE was analyzed through age
structions were specific to each section. Trial items were present differentiation (i.e., improved expressive and receptive language
before administering the sections. The average testing time was 40 scores across age) [19]. Concurrent validity refers to test validity
min for young children and 30 min for older children. in comparison with an accepted standard instrument [18]. The
All responses were recorded on the score sheet. Correct respons- concurrent validity was assessed by comparing TL-ALPE scores
es were indicated with a tick, and incorrect responses were tran- with TALC scores as TALC is the only EP-standardized instru-
scribed. For the receptive, expressive and metalinguistic sections, the ment to assess receptive and expressive skills of preschool-age chil-
examiner scored 1 if the child’s response was correct and 0 for incor- dren. Both tests for the 30 children included in the reliability and
rect responses. The examiner counted a dialectal variation as correct validity analysis were administered by the same examiner.
if it was appropriate given the child’s dialectal background. The raw
score was determined by the sum of the total number of correct an- Data Analysis
swers rated as 1. The total score was 49 for the receptive section, 76 The sample was divided and equally balanced for age and gen-
for the expressive section and 33 for the metalinguistic section. der. A Kolmogorov-Smirnov test with Lilliefors correction was
carried out, and the results showed that the groups were not nor-
Reliability and Validity mally distributed. However, given the moderately large sample
All instruments should be assessed for their validity and reli- size, parametric tests were performed for comparison of means
ability [16–18]. The reliability of TL-ALPE was assessed, specifi- based on the central limit theorem [20]. The effects of age, gender
cally internal consistency and inter- and intrajudge reliability. For and parents’ education and professional occupation on language
internal consistency, Cronbach’s α was calculated. Interjudge reli- scores were analyzed. One-way ANOVA and multiple compari-
ability was assessed through the comparison of the scores obtained sons were performed. The significance level (α) was 0.05. Pearson’s
by two different examiners who assessed and scored the audio- correlation coefficients were used to analyze concurrent validity.
recorded samples of 30 children (gender and age group equally
balanced). Intrajudge reliability was assessed by comparing the
scores obtained by one examiner who evaluated and scored the
same audio-recorded samples of these children twice, with an in- Results
terval of 5 months. After inter- and intrajudge analysis, the agree-
ment percentages between the results were obtained.
The content, construct and concurrent validities of TL-ALPE For the receptive and expressive sections, the number
were analyzed. The content validity ensures that the instrument of correct answers was analyzed. Means and standard de-
adequately measures the domain that it purports to measure [18]. viations, as well as maximum and minimum values were
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Table 3. Raw scores for the receptive and expressive sections of the expressive scores was analyzed. One-way ANOVAs re-
total sample vealed a significant effect of the mothers’ education on
receptive scores [F(6, 518) = 3.367, p = 0.003, partial η2 =
Age n Receptive section Expressive section
group 0.038, representing a medium effect size (0.1 > η2 > 0.01)]
mean ± SD min max mean ± SD min max and expressive scores [F(6, 518) = 3.668, p = 0.001, partial
3;0 – 3;6 102 36.77 ± 4.65 25 46 39.75 ± 8.97 09 60
η2 = 0.041, representing a medium effect size (0.1 > η2 >
3;6 – 3;12 151 38.73 ± 4.27 29 48 43.55 ± 8.81 20 66 0.01)] and a significant effect of the fathers’ occupation
4;0 – 4;6 142 41.22 ± 3.98 29 48 49.44 ± 9.31 30 73 on expressive scores [F(9, 585) = 2.200, p = 0.021, partial
4;6 – 4;12 123 41.76 ± 3.48 30 48 52.04 ± 8.18 26 74 η2 = 0.033, representing a medium effect size (0.1 > η2 >
5;0 – 5;6 160 42.66 ± 3.39 32 49 55.38 ± 8.22 35 74 0.01)].
5;6 – 5;12 139 44.02 ± 2.94 33 49 59.78 ± 7.62 34 73
Regarding the distribution of the collected sample, the
Total 817 – – – – – – Portuguese mainland and islands were represented as fol-
lows: 62.43% central-southern, 27.28% northern, 5.88%
Madeira and 4.41% Azores.

Reliability and Validity

calculated (table 3). The means of receptive and expres- The internal consistency of TL-ALPE, measured by
sive raw scores increased as age increased. As there was a Cronbach’s α, was 0.825 for the receptive score and 0.939
significant effect of age group (one-way ANOVA) for the for the expressive score; Cronbach’s α for the total lan-
receptive scores [F(5, 816) = 61.029, p < 0.001, partial guage score was 0.951. The interjudge agreement was
η2 = 0.273, representing a large effect size (η2 > 0.1)] and 95.20% and the intrajudge agreement was 95.66%.
for the expressive scores [F(5, 816) = 97.211, p < 0.001, For content validity, TL-ALPE purported to assess re-
partial η2 = 0.375, representing a large effect size (η2 > ceptive or auditory comprehension in semantic, morphol-
0.1)], multiple comparisons were performed between the ogy and syntax domains; oral verbal expression in seman-
six age groups. Some of the adjacent age comparisons tic, morphology and syntax domains, and metalinguistic
were not significant, but all of the comparisons between awareness for semantic, morphologic, syntactic and pho-
the younger and older age groups were significant for nological components of language. These language skills
both receptive and expressive scores. As for gender, assessed by TL-ALPE are well documented in the scien-
one-way ANOVA revealed that girls had significantly tific literature concerning language development, lan-
higher scores than boys only for the age group 5;6–5;12: guage disorders and psycholinguistics [1, 19, 21].
F(1, 138) = 5.120, p = 0.025, partial η2 = 0.036, represent- For construct validity, TL-ALPE was intended to mea-
ing a medium effect size (0.1 > η2 > 0.01) for the recep- sure preschool language ability. Scientific evidence was
tive scores, and F(1, 138) = 4.974, p = 0.027, partial η2 = provided by developmental progression of raw scores
0.035, representing a medium effect size (0.1 > η2 > 0.01) with age (table 3). The data showed a significant improve-
for the expressive scores. ment in mean values with age for both receptive and ex-
Regarding the fathers’ education, it was observed that pressive scores (p < 0.05).
the highest percentage was 9th grade or less (41.43%) fol- Concurrent validity was assessed by comparing the
lowed by a university degree (35.31%) and high school scores of TL-ALPE and TALC [8] using Pearson’s corre-
(23.27%). For the mothers’ academic qualification, the lation coefficients. The value obtained for the receptive
highest number of occurrences corresponded to a univer- section was 0.63 (p < 0.01), for the expressive section 0.85
sity degree (48.26%) followed by 9th grade or less (28.38%) (p < 0.01) and for the total language 0.92 (p < 0.01).
and high school (23.36%). Related to the fathers’ occupa-
tion, the majority of the sample (26.79%) was profession-
als, 20.99% were technicians and associate professionals Discussion
and 20.65% were craft and related trades workers. Related
to the mothers’ occupation, the highest percentage of the The TL-ALPE mean values of receptive and expressive
sample (40.56%) was professionals, 20.10% had elemen- language scores increased as age increased. These results
tary occupations and 14.51% were technicians and associ- reflected the improvement across age that occurred dur-
ate professionals. The effect of the fathers’ and mothers’ ing normal language development of 817 EP-speaking
education and professional occupation on receptive and children [4].
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 This study found gender differences in language devel- make a detailed assessment of language skills of preschool
opment, with the girls performing significantly better children [26].
(p < 0.05) than the boys in one age group (5;6–5;11), sup- The construct validity of TL-ALPE was shown by the
porting the findings of previous studies [22, 23]. The re- increase in means of correct answers with chronological
sults obtained in this study also showed a significant effect age. The ability to use language adequately improved as
of the mothers’ education on receptive and expressive de- age increased, with the greatest increment occurring dur-
velopment and a significant effect of the fathers’ profes- ing the preschool years. Both sections were found to have
sional occupation on expressive development (p < 0.05). construct validity as evidenced by increases in raw scores
These results are consistent with other studies [24, 25]. across the six age groups (table 3) [19].
The dialectal distribution of the sample was compared The concurrent validity was determined by the Pear-
with the dialectal distribution of the Portuguese popula- son correlation coefficient between TL-ALPE and TALC.
tion [13]: 62.43 and 60.20% (percentages of the sample The results showed a good correlation for all comparisons
and population for central-southern area); 27.28 and (r values ranging between 0.63 and 0.92), with all values
34.93% (percentages of the sample and population for significant and indicating a large effect size (r > 0.5) [26,
northern area); 5.88 and 2.54% (percentages of the sam- 27].
ple and population for Madeira), and 4.41 and 2.34%
(percentages of the sample and population for the Azores).
The values obtained for the dialectal distribution of the Conclusions
sample are consistent with the values of the broader pop-
ulation. TL-ALPE is a valid and reliable instrument to assess
Cronbach’s α values (0.825, 0.939 and 0.951 for recep- language skills of EP-speaking children between the ages
tive, expressive and total language scores, respectively) of 3;0 and 5;12. Future studies will include children with
indicated that TL-ALPE presented good internal consis- language disorders to determine how well TL-ALPE dis-
tency [26], revealing that all items of the instrument mea- tinguishes between children with and without language
sured the same type of performance. Regarding inter- disorders. Furthermore, future research is planned to de-
judge reliability, the percentage of agreement was 95.20%, velop a computerized version of TL-ALPE.
indicating strong equivalence across judges [26]. The per-
centage of agreement for the intrajudge reliability
Acknowledgments
(95.66%) also pointed to strong stability when the same
judge evaluated the test multiple times [26]. This work was funded by the Calouste Gulbenkian Foundation
Content validity was demonstrated by the description (FCG/Proc. 70964) and the Foundation for Science and Technol-
of the test domain and the sections that compose TL- ogy (FCT, FSE/CED/83549/2008). It was partially funded by FED-
ER through the Operational Program Competitiveness Factors –
ALPE. The sections included in this assessment instru- COMPETE and by National Funds through FCT in the context of
ment (the receptive section, the expressive section and a the project FCOMP-01-0124-FEDER-022682 (FCT reference
metalinguistic awareness section) enable the SLPs to PEst-C/EEI/UI0127/2011) and Incentivo/EEI/UI0127/2013.

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