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Building Strong Foundations for Educational Achievement: Language Assessments in Early Childhood Education for Deaf and Hard of Hearing Children
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Graham, Patrick J.; Shuler-Krause, Elizabeth – Psychology in the Schools, 2020
It is widely accepted that assessment plays a role in monitoring the development of young children with special needs in early intervention/early childhood settings. The process of assessing young children's language skills often looks for delays within a solid language foundation. However, many children who are deaf or hard of hearing (DHH) may…
Descriptors: Language Tests, Language Skills, Early Childhood Education, Deafness
Determining the Adequacy of Tests of Children's Language
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Andersson, Luanne – Communication Disorders Quarterly, 2005
The author discusses five key issues related to the adequacy of tests of children's language. Within each key issue, she asks test adequacy questions, accompanied by criteria for determining adequacy. The author also reviews the information found in the manuals for four norm-referenced, standardized tests of language development to illustrate…
Descriptors: Standardized Tests, Language Acquisition, Children, Test Validity
The Changing Face of Early Childhood Assessment: DIAL-3.
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Mardell-Czudnowski, Carol; Goldenberg, Dorothea S. – Learning Disabilities: A Multidisciplinary Journal, 1999
Describes the rationale and development of a new screening test, Developmental Indicators for the Assessment of Learning-3 (DIAL-3), which is based on previous editions. Empirical research is presented to document item additions and deletions as well as the continued maintenance of three performance areas: motor, concepts, and language. (Author/CR)
Descriptors: Child Development, Children, Cognitive Development, Disabilities
The Profile of Multiple Language Proficiencies: A Measure for Evaluating Language Samples of Deaf Children.
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Goldstein, Gayle; Bebko, James M. – Journal of Deaf Studies and Deaf Education, 2003
This article describes development of the Profile of Multiple Language Proficiencies (PMLP), a measure of both English and American Sign Language skills in deaf children. The PMLP showed reasonable initial reliability and appears to be an easy-to-use measure. Discussion addresses issues that influence the reliability and validity in evaluating…
Descriptors: American Sign Language, Bilingual Students, Deafness, Elementary Secondary Education
Path-Referenced Assessment for Head Start Children. The Head Start Measures Project: Executive Summary.
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Arizona Univ., Tucson. Center for Educational Evaluation and Measurement. – 1984
The Head Start Measures Project was a 3-year study to develop a set of measures designed specifically for Head Start children. The measures are based on a path-referenced approach to assessment, in which children's performance is described in terms of their position along paths of development. A path is defined as a sequence of skills within a…
Descriptors: Achievement Tests, Early Childhood Education, General Science, Language Acquisition
Using Scientific Knowledge to Inform Preschool Assessment: Making the Case for "Empirical Validity". Social Policy Report. Volume 19, Number 1
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Hirsh-Pasek, Kathy; Kochanoff, Anita; Newcombe, Nora S.; de Villiers, Jill – Society for Research in Child Development, 2005
The "No Child Left Behind Act" of 2001 crystallized the concern for accountability in education. National testing was mandated as a way to improve the "broken" educational system. Publicly funded early education programs were not spared from such testing. While the positive effects of high-quality early education on children's…
Descriptors: Federal Legislation, Accountability, Early Childhood Education, Educational Assessment