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The UK C-BiLLT: Validity and Reliability of an Online Assessment of Spoken Language Comprehension for Children with Severe Motor Disorders
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Lindsay Pennington; Lily Potts; Janice Murray; Johanna Geytenbeek; Kate Laws; Jenefer Sargent; Michael Clarke; John Swettenham; Julie Lachkovic; Catherine Martin; Elaine McColl – International Journal of Language & Communication Disorders, 2025
Background: Current UK measures of early spoken language comprehension require manipulation of toys and/or verbal responses and are not accessible to children with severe motor impairments. The Computer-Based Instrument for Low motor Language Testing (C-BiLLT) (originally validated in Dutch) is a computerized test of spoken language comprehension…
Descriptors: Foreign Countries, Children, Motor Development, Psychomotor Skills
Assessing Verbal Functioning in South African School Beginners from Diverse Socioeconomic Backgrounds: A Comparison between Verbal Working Memory and Vocabulary Measures
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Cockcroft, Kate; Bloch, Lauren; Moolla, Azra – Education as Change, 2016
This study investigated whether measures of verbal working memory are less sensitive to children's socioeconomic background than traditional vocabulary measures. Participants were 120 school beginners, divided into high and low socioeconomic groups. The groups contained equal numbers of English first-language and second-language speakers. All were…
Descriptors: Foreign Countries, Short Term Memory, Vocabulary, English (Second Language)
Psychometric Properties of the Working Memory Rating Scale for Spanish-Speaking English Language Learners
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Guzman-Orth, Danielle; Grimm, Ryan; Gerber, Michael; Orosco, Michael; Swanson, H. Lee; Lussier, Cathy – Journal of Psychoeducational Assessment, 2015
The Working Memory Rating Scale (WMRS) was designed as a behavioral rating tool to assist teachers in identifying students at risk of working memory difficulties. The instrument was originally normed on 417 monolingual English-speaking children from the United Kingdom. The purpose of this study was to test the reliability and validity of the WMRS…
Descriptors: Short Term Memory, Rating Scales, Psychometrics, English Language Learners
Dynamic Assessment of Sentence Structure (DASS): Design and Evaluation of a Novel Procedure for the Assessment of Syntax in Children with Language Impairments
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Hasson, Natalie; Dodd, Barbara; Botting, Nicola – International Journal of Language & Communication Disorders, 2012
Background: Sentence construction and syntactic organization are known to be poor in children with specific language impairments (SLI), but little is known about the way in which children with SLI approach language tasks, and static standardized tests contribute little to the differentiation of skills within the population of children with…
Descriptors: Alternative Assessment, Sentence Structure, Syntax, Language Processing
The Use of a Performance Assessment for Identifying Gifted Lebanese Students: Is DISCOVER Effective?
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Sarouphim, Ketty M. – Journal for the Education of the Gifted, 2009
The purpose of this study was to investigate the effectiveness of DISCOVER, a performance- based assessment in identifying gifted Lebanese students. The sample consisted of 248 students (121 boys, 127 girls) from Grades 3-5 at two private schools in Beirut, Lebanon. Students were administered DISCOVER and the Raven Standard Progressive Matrices…
Descriptors: Intelligence, Private Schools, Academically Gifted, Performance Based Assessment
The Structure of Abilities in a Group of Deaf Adolescents.
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Norden, K. – 1970
The development of psychological methods for assessing the abilities of deaf students could aid in the formation of educational programs and the provision of vocational guidance. A battery of tests designed to measure a wide range of functions was administered to all eighth grade students, average age 15, in schools for the deaf in Sweden. All…
Descriptors: Ability Identification, Academic Ability, Adolescents, Career Guidance