Proficient use of spatial terms such as "under," "to the left of" or "in front of" is a central component of daily communication and is important in the development of language and spatial cognition. Here we examine spatial language abilities in intellectually high-functioning individuals with autism spectrum…

Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension…

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…

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)

Language skills of 38 mildly to moderately behavior-disordered students (ages 8-12) were examined to determine if their risk for language disorders would resemble that of children with more severe emotional disturbances. All but one fell a minimum of one standard deviation below the mean on Test of Language Development-Intermediate subtests.…

Comparison of the Picture Vocabulary subtest of the Test of Language Development--Primary (TOLD-P-PV) and the Peabody Picture Vocabulary Test--Revised (PPVT-R) with first- through third-graders (N=48) revealed a strong correlation between the two receptive vocabulary measures. (CB)