The study evaluated the convergent validity of the PEAK-E-PA and two common assessments of language development used in educational and clinical settings: the ABLLS-R and the TOLD-I:4. The PEAK-E-PA provides a measure of a participant's ability to derive arbitrary stimulus relations, and may therefore provide a more complex analysis of language…

Purpose: Many language tests use different versions that are not statistically linked or do not have a developmental scaled score. The current article illustrates the problems of scores that are not linked or equated, followed by a statistical model to derive a developmental scaled score. Method: Using an accelerated cohort design of 890 students…

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…

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…

Comparison of language test performance of 26 learning disabled and 26 non-learning disabled Black elementary-aged children is discussed in terms of (1) relative performance of the two groups, (2) the most useful assessment measures for this population, and (3) effects of socioeconomic factors on language test performance. (Author/DB)

The validity of the Test of Language Development (TOLD) was investigated with normal reading, reading disabled, and language delayed children (ages seven to nine years). (DLS)