Purpose of the Questionnaire (Scale)

The Verbal Skills Questionnaire (VSQ) is primarily intended to assess the verbal and linguistic abilities of individuals across different age groups. It is aimed at both children and adults with language difficulties or developmental disorders, as well as professionals such as linguists, psychologists, and educators. The main objectives of the questionnaire include measuring word comprehension, word production, the use of syntactic structures, and the pragmatic use of language. The tool is applied in both research and clinical settings to identify weaknesses and support language development.

Questionnaire (Scale) Analysis

The VSQ was developed by McLaughlin, Bates, and Goodman and was adapted for the Greek language. It consists of 20 questions, which cover four main subscales: Word Comprehension (5 questions), Word Production (5 questions), Syntactic Structures (5 questions), and Pragmatic Use of Language (5 questions). The questions are close-ended and based on everyday linguistic situations, aiming to assess both passive and active language ability.

Scoring of Questions

The scoring of the VSQ is based on a 5-point Likert scale, where 1 indicates insufficient ability and 5 indicates full development of the ability. Each subscale is scored separately, with a maximum possible score of 25 per subscale and 100 in total. For example, in the “Word Comprehension” subscale, a score of 20–25 indicates high comprehension, while a score below 10 may indicate significant difficulties.

Statistical Analysis

The scores of the VSQ can be subjected to statistical analysis to evaluate linguistic performance. For each subscale, means, standard deviations, and score ranges are calculated. For instance, an average score of 18 in the “Word Production” subscale may be considered typical for a specific age group, while scores below 12 may require further investigation.

Validity of the Questionnaire (Scale)

The validity of the VSQ has been confirmed through comparative studies with other recognized language development scales, such as the CELF (Clinical Evaluation of Language Fundamentals). Research has shown high correlations (r > 0.85) between the results of the VSQ and other tools, supporting its comparative validity. Additionally, its discriminant validity is confirmed by the questionnaire’s ability to differentiate individuals with and without language difficulties.

Reliability of the Questionnaire (Scale)

The reliability of the VSQ is measured through internal consistency (Cronbach’s α > 0.90) and test–retest reliability (r > 0.88). These high levels of reliability indicate that the questionnaire provides stable and consistent measurements.

References

Greek Literature
Papadopoulos, G. (2021). Language Development and Difficulties. Athens: Patakis Publications.
Konstantinou, E. (2020). Psychometric Tools in Education. Thessaloniki: Kyriakidis Brothers Publications.
Foreign Literature
McLaughlin, B. (2005). The Development of Language. Prentice Hall.
Bates, E., & Goodman, J. (1997). On the Nature of Language and the Language of Nature. Cambridge University Press.
Hughes, C. (2010). Language Development and Disorders. Routledge.
Wiig, E. H., Secord, W. A., & Semel, E. (2019). Clinical Evaluation of Language Fundamentals (CELF-5). Pearson.

Keywords

Questionnaire, scale, verbal skills, language development, comprehension, word production, syntactic structures, pragmatic use, reliability, validity, psychometric tools.