Language Development, Interpersonal Communication, and Academic Achievement among Japanese Children as Assessed by the ALADJIN

• Published in: Annals of otology, rhinology & laryngology Vol. 121; no. 4; pp. 35 - 39
• Main Authors: Sugishita, Syuuhei, Fukushima, Kunihiro, Kasai, Norio, Konishi, Takayuki, Omori, Kana, Taguchi, Tomoko, Fujiyoshi, Akie, Ojima, Toshiyuki
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-04-2012; SAGE PUBLICATIONS, INC
• Subjects: Academic achievement; Child; Child, Preschool; Children & youth; Communication; Educational Status; Family; Female; Humans; Interpersonal communication; Interpersonal Relations; Japan; Language Development; Language Tests - standards; Language Tests - statistics & numerical data; Male; Predictive Value of Tests; Regression Analysis; Studies; Syntax; Vocabulary; Word Association Tests - standards; Word Association Tests - statistics & numerical data; Japan; academic achievement; language development; interpersonal communication skills
• ISSN: 0003-4894; 0096-8056; 1943-572X
• DOI: 10.1177/000348941212100405

Objectives:
Japanese-speaking children in a standard sample were subjected to a test battery (ALADJIN: Assessment Package for Language Development in Japanese Hearing-Impaired Children) to evaluate the effect of language development on both interpersonal communication skills and academic achievement.
Methods:
A total of 414 preschool and school-age children without hearing impairment were included in this study. The following tests make up the ALADJIN: The Test of Question-Answer Interaction Development (TQAID), the Japanese Language by Criterion Referenced Test–II (CRT-II) for measuring academic achievement, the Picture Vocabulary Test–Revised (PVT-R), the Standardized Comprehension Test of Abstract Words (SCTAW), both parts of the Syntactic Processing Test for Aphasia (STA), and the Word Fluency Test (WFT). Means and standard deviations at each academic grade level were calculated, and a multiple regression analysis was performed.
Results:
A ceiling effect was observed for the TQAID and the STA in children in grade 3 of elementary school, and the scores for the PVT-R, SCTAW, and WFT increased incrementally according to grade level. Multiple regression analysis revealed that the PVT-R, WFT, and STA (production) have predictive power for the results of the TQAID (R = 0.59; R2 = 0.58; p < 0.0001), whereas the SCTAW and STA (comprehension) have predictive power for the results of the CRT-II.
Conclusions:
Both vocabulary and syntax are important in communication development among children. The results of our multiple regression analysis suggest that different language domains may play different roles in the development of interpersonal communication skills and in academic achievement. The development of interpersonal communication skills is largely based on productive vocabulary and syntax abilities, whereas academic achievement is largely based on comprehensive vocabulary and syntax abilities. Children who have difficulties in either area should be evaluated with detailed language assessment tools such as the ALADJIN in an effort to aid in the selection of appropriate intervention.