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Bunch, Gary – B. C. Journal of Special Education, 1978
Intended for teachers of elementary age hearing impaired students, the article describes the Test of Receptive Language Ability and the Test of Expressive Language Ability. (SBH)
Descriptors: Elementary Education, Expressive Language, Hearing Impairments, Language Ability
Peer reviewedGuilford, Arthur M.; Nawojczyk, Diane C. – Language, Speech, and Hearing Services in Schools, 1988
A standardization sample for the Boston Naming Test was established. Means, standard deviations, and ranges of performance in accuracy and latency were established for age and grade for 357 kindergarten through grade six subjects. It was concluded that the test is an efficient and valid screening measure of students' word finding skills.…
Descriptors: Elementary Education, Expressive Language, Handicap Identification, Language Handicaps
Simmons, Johnny – 1985
Some new approaches to the assessment and treatment of language handicaps suggest the need to examine relationships between verbal creativity and language performance. Data were collected from 40 normally developing white fourth, fifth, and sixth grade children, drawn from both urban and rural communities and from a middle socioeconomic level.…
Descriptors: Creativity, Divergent Thinking, Elementary Education, Expressive Language
Peer reviewedHall, Penelope K.; Jordan, Linda S. – Language, Speech, and Hearing Services in Schools, 1987
An adaptation of the Fluency in Controlled Association subtest of the Boston Diagnostic Aphasia Examination was administered to language-disordered (N=123) and non-disabled (N=286) kindergarten through ninth-grade students. Lack of significant differences on this task suggests that it may not be an appropriate screening device for identifying…
Descriptors: Aphasia, Associative Learning, Elementary Education, Expressive Language
Peer reviewedFried-Oken, Melanie – Language, Speech, and Hearing Services in Schools, 1987
The Double Administration Naming Technique assists clinicians in obtaining qualitative information about a client's visual confrontation naming skills through administration of a standard naming test; readministration of the same test; identification of single and double errors; cuing for double naming errors; and qualitative analysis of naming…
Descriptors: Children, Cues, Elementary Education, Expressive Language
Peer reviewedMadison, Charles L.; Wong, Elizabeth Y. F. – Journal of Communication Disorders, 1992
This study, involving 20 children (ages 4-11) with severe hearing impairments, affirmed the content validity of the Clark-Madison Test of Oral Language as a measure of nonwritten expressive language with hearing-impaired children. Performance comparison with hearing individuals revealed a different profile of strengths and weaknesses than did…
Descriptors: Comparative Analysis, Content Validity, Deafness, Elementary Education
Download full textLevine, Madlyn A.; Hanes, Michael L. – 1976
This study investigated the relationship between dialect usage and performance on four language tasks designed to reflect features developmental in nature: articulation, grammatical closure, auditory discrimination, and sentence comprehension. Predictor and criterion language tasks were administered to 90 kindergarten, first-, and second-grade…
Descriptors: Blacks, Comprehension, Dialect Studies, Elementary Education
