 |
Flora Lee Language Science and Technology Hong Kong Polytechnic University ly-flora.lee@connect.polyu.hk |
 |
Angel Chan Language Science and Technology Hong Kong Polytechnic University angel.ws.chan@polyu.edu.hk |
 |
Douglas Peterson Communication Sciences and Disorder Baylor University douglas_peterson@baylor.edu |
 |
Trina Spencer Applied Behavioral Science The University of Kansas trinaspencer@ku.edu |
| Participants: | 29 |
| Type of Study: | narrative |
| Location: | Hong Kong |
| Media type: | audio |
| DOI: | doi:10.21415/2WPW-3820 |
Petersen, D. B. & Spencer, T. D. (2023). The CUBED-3 Assessment. Language Dynamics Group, LLC. www.languagedynamicsgroup.com.
Lee, F., Chan, A. Petersen, D. B. & Spencer, T. D. (under review). Validating a Screening and Progress Monitoring Tool for Second Language English Children: A Preliminary Study. Child Language Symposium 2026, 6-7 July 2026. London.
In accordance with TalkBank rules, any use of data from this corpus must be accompanied by at least one of the following references.
Globally, many children with language disorders are learning English as a second language (L2). While awareness of bilingual intervention is growing, implementation remains limited due to insufficient evidence-based resources and training - particularly where English functions as a non-societal language. Valid screening and progress monitoring tools are essential for supporting speech-language therapy. The Narrative Language Measures (NLM) Listening subtest of the CUBED-3 assessment (Petersen & Spencer, 2023) assesses language abilities including narrative discourse, sentence and vocabulary complexity, and inferential reasoning within 10 minutes. Its 25 parallel forms at each grade level (PreK-8) enables frequent assessment without practice effects, making it ideal for progress monitoring. Although validated with English speakers in the U. S., its potential to measure English as a non-societal language (L2) has not yet been explored. In this study, we examined the NLM Listening for psychometric adequacy when administered to Cantonese-speaking children learning English in Hong Kong, a context where English holds functional significance but is not the societal language.
Twenty-nine Grade 2 children (aged 7–8) with and without language disorder were administered all 25 NLM Listening forms. While Cantonese was their L1 and stronger language, they learnt English as L2 at school. Participants also completed the CELF-5 and the "Frog, Where Are You?" narrative task.
The study findings are intended to be disseminated at the Child Language Symposium 2026 in London (abstract under review) and via a journal publication.
Please note this dataset is currently under embargo.