Oral language skills are important to consider in school psychology practice, as they are directly tied to many areas of academic functioning. For example, research has demonstrated that oral language skills in early elementary school predict reading comprehension in later grades (Kendeou, van den Broek, White, & Lynch, 2009). With a…

Three measures often used with handicapped children (the Berry-Talbott Comprehension of Grammar, the Grammatic Closure subtest of the Illinois Test of Psycholinguistic Abilities, and the Grammatic Completion subtest of the Test of Language Development) are discussed in terms of test reliability, scoring procedures, format, and types of scores.…

Describes and evaluates the Primary and Intermediate versions of the Test of Language Development-2 (TOLD-2). Concludes that TOLD-2 tests should be used only as screening instruments, and suggests that poor performance on the TOLD-2 be followed with naturalistic language sampling and analysis. (MM)

New psychological and educational tests designed for more valid assessment of handicapped children are described and evaluated. The instruments reviewed include the Diagnostic Spelling Potential Test, Language Inventory for Teachers, Test of Language Development: Primary, Neuropsychological Questionnaire, Nonverbal Test of Cognitive Skills, and…