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Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability
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Miles, Sandra; Fulbrook, Paul; Mainwaring-Mägi, Debra – Journal of Psychoeducational Assessment, 2018
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…
Descriptors: Standardized Tests, Screening Tests, Young Children, Usability
Comparison of Three Formal Methods of Preschool Language Assessment.
Peer reviewed Peer reviewed
McLoughlin, Caven S.; Gullo, Dominic F. – Language, Speech, and Hearing Services in Schools, 1984
Three standardized language assessment measures (Peabody Picture Vocabulary Test-Revised, Test of Early Language Development, and the Preschool Language Scale) were individually administered to 25 nonreferred, White, middle-class preschoolers. Correlations among the three measures were statistically significant suggesting an interrelationship of…
Descriptors: Disability Identification, Language Handicaps, Language Tests, Preschool Education
An Evaluation of the Test of Early Language Development as a Measure of Receptive and Expressive Language.
Peer reviewed Peer reviewed
Dale, Philip S.; Henderson, Valanne L. – Language, Speech, and Hearing Services in Schools, 1987
Comparison of Test of Early Language Development (TELD) scores of developmentally-delayed three- to six-year-olds (N=85) with other language and cognition measures indicated that TELD scores documented language delays, correlating strongly with other language measures, but failed to accurately classify subjects clinically classified as…
Descriptors: Developmental Disabilities, Disability Identification, Expressive Language, Language Handicaps