nicole kotras masters thesis

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languages are usually successful. ... The large picture probably needs updating and varying
for different cultures" (page not numbered). Regarding the large picture (used in Scale CQ),
when the child is asked to name 6 or more objects in the large picture [C.IV.I]. Huntley
(1994) added,
"I always struggle to get much out of the pictures. Children no longer seem to look at such drawings, or
perhaps it is the 1950's style that is outdated. If the picture was full of dinosaurs, turtles and pizza, we
would probably get sentences out of two and a half year olds !" (page not numbered).
Huntley (1996) compared the scores of children (N = 665) living in urban areas (n =
488) and rural areas (n = 177) on the Griffiths Scales. He found that the children in the rural
areas scored significantly lower than those in urban areas, across all areas of development.
The Personal-Social and Hearing and Speech Scales were the most highly significant.
Preliminary to the revision of the Extended Griffiths Scales, an international survey
regarding the strengths and weaknesses of the Scale was conducted among the users of
the test (Luiz, et. al., 1995). A number of problematic items which the users of the Scale
perceived to be culturally biased and non-contemporaneous were identified. Pertaining
specifically to the Hearing and Speech Scale, it was clearly indicated that the revision of
certain items is needed. The 20 small pictures and the large picture were identified (See
Table 2). The findings of this survey, together with the afore-mentioned studies, have been
utilized in the revision of the 20 small pictures and large picture of the Hearing and Speech
Scale.
Regarding research completed at both a national and international level on the use of
the Griffiths Scales, their contribution has unquestionably been invaluable. The Scales have
been utilized in case studies (e.g., Krige, 1988; Luiz, 1988a, 1988b), correlational studies
(e.g., Heimes, 1983; Lombard, 1989; Luiz, 1988c; Mothuloe, 1990; Stewart, 1997; Worsfold,
1993), normative studies (e.g., Allan, 1988; Allan, 1992; Bhamjee, 1991) and validity studies
(e.g., Luiz, et. al., 1995). Furthermore, their use has demonstrated the essential role that the
Scales have fulfilled in the assessment of South African children of all cultural and
socio-economic groups. However, an individual's performance on the Griffiths Scales is
influenced by both social and cultural factors. Luiz (1994) reports social and cultural factors
to be more influential on verbal items, for example with the large picture and the small
picture-card depicting a flag (from Scale CQ). With special emphasis on the Hearing and
Speech Scale, the influence of social and cultural factors results in the questioning of the