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Cited by 79Language Development and DisordersReading and Literacy DevelopmentDevelopmental and Educational Neuropsychology

Development of the Grammar and Phonology Screening (GAPS) test to assess key markers of specific language and literacy difficulties in young children

Gardner, Hilary, Froud, Karen, McClelland, Alastair, van der Lely, Heather K. J.·2006·International Journal of Language & Communication Disorders
DOI 10.1080/13682820500442644
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Abstract

BACKGROUND: Despite a large body of evidence regarding reliable indicators of language deficits in young children, there has not been a standardized, quick screen for language impairment. The Grammar and Phonology Screening (GAPS) test was therefore designed as a short, reliable assessment of young children's language abilities. AIMS: GAPS was designed to provide a quick screening test to assess whether pre- and early school entry children have the necessary grammar and pre-reading phonological skills needed for education and social development. This paper reports the theoretical background to the test, the pilot study and reliability, and the standardization. METHODS: This 10-min test comprises 11 test sentences and eight test nonsense words for direct imitation and is designed to highlight significant markers of language impairment and reading difficulties. To standardize the GAPS, 668 children aged 3.4-6.6 were tested across the UK, taking into account population distribution and socio-economic status. The test was carried out by a range of health and education professionals as well as by students and carers using only simple, written instructions. RESULTS: GAPS is effective in detecting a range of children in need of further in-depth assessment or monitoring for language difficulties. The results concur with those from much larger epidemiological studies using lengthy testing procedures. CONCLUSIONS: The GAPS test (1) provides a successful screening tool; (2) is designed to be administered by professionals and non-professionals alike; and (3) facilitates identification of language impairment or at-risk factors of reading impairment in the early educational years. Thus, the test affords a first step in a process of assessment and targeted intervention to enable children to reach their potential.

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  • Grammar production tests (GAPS, SPELT-P2, SPELT-3) have good sensitivity and specificity.

    “grammar production tests have good sensitivity and specificity (i.e., “GAPS” test—Grammatical Additionally, Phonology Screening: sensitivity > 90, specificity > 93 [150,151]; “SPELT-P2” test—Structured Photographic Expressive Language Test—Preschool 2nd edition [152]: sensitivity > 90, specificity > 95; “SPELT-3” test [153]: sensitivity > 90, specificity = 100)”

    From Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review (2021) · cites this paper as [150]

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Authors
Gardner, H., Froud, K., McClelland, A., & van der Lely, H. K. J.
Affiliations
  • University of Sheffield (GB)
  • Columbia University (US)
  • University College London (GB)
ORCID
Venue
International Journal of Language & Communication Disorders
Publisher
Wiley
Published
2006-01
Volume
41
Issue
5
Pages
513-540
ISSN
  • 1368-2822 (ISSN-L)
  • 1460-6984
DOI
10.1080/13682820500442644
OpenAlex
W2042505982
Cited by
78
References
88
Citations by year
2026: 3 · 2025: 2 · 2024: 5 · 2023: 9 · 2022: 9 · 2021: 2 · 2020: 5 · 2018: 1 · 2017: 8 · 2016: 4 · 2015: 4 · 2014: 5 · 2013: 5 · 2012: 3
FWCI
2.82
Type
journal article
Language
en
Open access
closed
Licence
doi.wiley.com/10.1002/tdm_license_1.1 (tdm, 3530 d)
Locations
  • International Journal of Language & Communication Disorders (publishedVersion)
  • PubMed (publishedVersion)
  • UCL Discovery (University College London) (submittedVersion)
Funders
Wellcome Trust (063713)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
language screening, language impairment, grammar, phonological skills, pre-reading, reading and writing difficulties, reading disorders, test standardization, test reliability, vulnerable children
MeSH terms
Child, Child Language, Child, Preschool, Educational Status, Female, Humans, Language Development Disorders, Language Tests, Male, Mass Screening, Phonetics, Pilot Projects, Reading, Reproducibility of Results, Age Distribution, Sex Distribution

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