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Direct linkKathy King – ProQuest LLC, 2024
The appropriate selection of standardized tests is integral to establishing an accurate early diagnosis and providing timely treatment to optimize language outcomes in young children. However, clinicians sometimes utilize tests that are not validated for this specific purpose. This applied dissertation was designed to investigate the validity of…
Descriptors: Diagnostic Tests, Language Impairments, Young Children, Language Tests
Frazier, Thomas W.; Hauschild, Kathryn M.; Klingemier, Eric; Strauss, Mark S.; Hardan, Antonio Y.; Youngstrom, Eric A. – Journal of Intellectual & Developmental Disability, 2020
Background: Language assessment is a key element of evaluations of children and adolescents with neurodevelopmental disorders (NDDs). The present study examined the validity of a gaze-based receptive language index (RLI) in predicting language test results.Method: Participants included toddlers, pre-school, and school age children and adolescents…
Descriptors: Children, Adolescents, Neurological Impairments, Evaluation Methods
Miles, Sandra; Fulbrook, Paul; Mainwaring-Mägi, Debra – Journal of Psychoeducational Assessment, 2018
Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is…
Descriptors: Standardized Tests, Screening Tests, Young Children, Usability
Peer reviewedMcLoughlin, 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
Peer reviewedRhyner, Paula M. Pecyna; Bracken, Bruce A. – Journal of Communication Disorders, 1988
Comparison of results obtained for 62 normally developing preschool children on the Bracken Basic Concept Scale, the Preschool Language Scale, and the Slosson Intelligence Test revealed low to moderate correlations between the three tests. Results suggest the tests do not measure the same abilities and thus cannot be used interchangeably. (DB)
Descriptors: Cognitive Development, Concept Formation, Disabilities, Handicap Identification
PDF pending restorationZimmerman, Irla Lee; Steiner, Violette G. – 1970
The results of the administration of the Preschool Language Scale to two succeeding classes of Head Start children (N 174) in a large, heterogeneous school district are reported. The scale is an individually administered instrument divided into receptive and expressive language areas. All children were administered the Preschool Language Scale,…
Descriptors: Compensatory Education, Language Acquisition, Language Tests, Listening Comprehension
Peer reviewedLong, Edgarita E. – Journal of Children's Communication Development, 1998
This study evaluated the validity of language-assessment instruments with Native American children, ages 3 to 5. Results indicated that the Preschool Language Scale-3 provides a valid assessment of the receptive and expressive language skills of 3- and 4-year-old Native-American children. However, use of this scale with 5-year-old Native Americans…
Descriptors: Age Differences, American Indians, Disability Identification, Expressive Language
