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Predicting Children's Long-Term Knowledge of Taught Words and Transfer Words after a Morphological Vocabulary Intervention
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Gellert, Anna S. – Language, Speech, and Hearing Services in Schools, 2023
Purpose: The first purpose of this study was to investigate how children's knowledge of taught words and transfer words assessed 10 months after a morphological vocabulary intervention can be predicted by means of language measures taken before the intervention. The second purpose was to investigate whether and how immediate post-intervention…
Descriptors: Vocabulary, Vocabulary Development, Morphology (Languages), Intervention
Factors Influencing the Selection of Standardized Tests for the Diagnosis of Specific Language Impairment
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Betz, Stacy K.; Eickhoff, Jessica R.; Sullivan, Shanleigh F. – Language, Speech, and Hearing Services in Schools, 2013
Purpose: Standardized tests are one of the primary assessment tools used by speech-language pathologists (SLPs) to diagnose child language impairment. Numerous child language tests are commercially available; however, it is unknown what factors lead clinicians to select particular tests to use in clinical practice. This study investigated whether…
Descriptors: Diagnostic Tests, Standardized Tests, Language Impairments, Test Selection
Comparison of Three Formal Methods of Preschool Language Assessment.
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McLoughlin, Caven S.; Gullo, Dominic F. – Language, Speech, and Hearing Services in Schools, 1984
Three standardized language assessment measures (Peabody Picture Vocabulary Test-Revised, Test of Early Language Development, and the Preschool Language Scale) were individually administered to 25 nonreferred, White, middle-class preschoolers. Correlations among the three measures were statistically significant suggesting an interrelationship of…
Descriptors: Disability Identification, Language Handicaps, Language Tests, Preschool Education
Performances of Low-Income, African American Preschool and Kindergarten Children on the Peabody Picture Vocabulary Test-Revised.
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Washington, Julie A.; Craig, Holly K. – Language, Speech, and Hearing Services in Schools, 1992
This study of 105 low-income, urban, African-American preschool and kindergarten children found that the performance of most of the children on the Peabody Picture Vocabulary Test-Revised was more than one standard deviation below the mean. Findings indicated that the test was not appropriate for use with this population. (Author/JDD)
Descriptors: Black Students, Diagnostic Tests, Kindergarten Children, Language Handicaps
Four Measures of Vocabulary Ability Compared in Older Preschool Children.
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Channell, Ron W.; Peek, Michelle S. – Language, Speech, and Hearing Services in Schools, 1989
Thirty-six children, aged four-five, completed four vocabulary measures: Peabody Picture Vocabulary Test-Revised, Picture Vocabulary subtest of the Test of Oral Language Development, Expressive One-Word Picture Vocabulary Test, and Receptive One-Word Picture Vocabulary Test. Only moderate correlations were found among these tests, implying that a…
Descriptors: Correlation, Expressive Language, Handicap Identification, Learning Disabilities
Performances of At-Risk, African American Preschoolers on the Peabody Picture Vocabulary Test-III.
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Washington, Julie A.; Craig, Holly K. – Language, Speech, and Hearing Services in Schools, 1999
This study examined the performance of 59 at-risk, African-American preschoolers on the Peabody Picture Vocabulary Test-III. Student scores were below those reported for the standardization sample, however, the performance spread resulted in a normal distribution of scores. Level of education of the primary caregiver influenced performance.…
Descriptors: Academic Achievement, Black Students, Caregiver Child Relationship, Cultural Differences