Publication Date
| In 2025 | 1 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Language Tests | 3 |
| Scores | 3 |
| Language Skills | 2 |
| Test Validity | 2 |
| Articulation (Speech) | 1 |
| Child Language | 1 |
| Children | 1 |
| Comparative Analysis | 1 |
| Construct Validity | 1 |
| Correlation | 1 |
| Elementary School Students | 1 |
| More ▼ | |
Author
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 1 |
Audience
| Practitioners | 1 |
Location
| Turkey | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Test of Language Development | 3 |
| Peabody Picture Vocabulary… | 1 |
| Wechsler Intelligence Scale… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkElife Barmak; Nazmiye Atila-Çaglar; Dilara Söylemez – International Journal of Language & Communication Disorders, 2025
Background: Rapid naming refers to the duration required to swiftly and accurately identify a set of familiar visual stimuli. Rapid naming serves as a significant indicator of the efficiency with which phonological information can be retrieved from memory, playing a crucial role in the advancement of language and literacy competencies. Aim: This…
Descriptors: Naming, Language Skills, Children, Child Language
Branum-Martin, Lee; Rhodes, Katherine T.; Sun, Congying; Washington, Julie A.; Webb, Mi-Young – Journal of Speech, Language, and Hearing Research, 2019
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…
Descriptors: Longitudinal Studies, Language Tests, Scores, Elementary School Students
Carmichael, Jessica A.; Fraccaro, Rebecca L.; Nordstokke, David W. – Canadian Journal of School Psychology, 2014
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…
Descriptors: Language Tests, Oral Language, Language Skills, School Psychology
