Purpose: Due to the COVID-19 pandemic, millions of school-age children with language impairment (LI) and their speech-language pathologists (SLPs) relied on telepractice service delivery models. Unfortunately, the dearth of evidence and procedural guidance available to SLPs has made this transition challenging at best. Method: The current study…

The current study digitalised an assessment instrument of receptive vocabulary knowledge, GraWo-KiGa, for use in Austrian kindergartens. Using a mixed-methods approach, this study looks at 85 kindergarteners in their last year (age M = 5.79 years, 51.8% male, 71.8% L1 German), to find out (a) whether the form of digital assessment employed meets…

Studies often report that bilingual participants possess a smaller vocabulary in the language of testing than monolinguals, especially in research with children. However, each study is based on a small sample so it is difficult to determine whether the vocabulary difference is due to sampling error. We report the results of an analysis of 1,738…

Nineteen shy, twenty-three middle and twenty-five non-shy junior kindergarten children were assessed at school by an unfamiliar examiner, and at home where their parents administered a parallel form of the expressive and receptive vocabulary tests given at school. A speech sample between the child and parent was also collected at home. Shy…

This paper reports an assessment of the collocational competence of students of English Linguistics at the University of Granada. This was carried out to meet a two-fold purpose. On the one hand, we aimed to establish a solid corpus-driven approach based upon a systematic and reliable framework for the evaluation of collocational competence in…

Discusses how to tackle the problem of determining a meaningful score for yes-no tests used to measure the size of receptive vocabulary. Signal Detection Theory is applied, and a new more accurate index is suggested. (Author/VWL)

Evaluates the characteristics of Yes/No tests as a measure for receptive vocabulary size in a second language (L2). The evaluation was conducted both on theoretical grounds as well as on the basis of a large corpus of data collected with French learners of Dutch. Focuses on the internal qualities of the format in comparison with other more…

This paper describes an instrument used to assess the receptive language of children. The bilingual child is tested first in the non-dominant language. When the ceiling is reached in the non-dominant language, the tester switches to the dominant language. (The ideal situation would be to give the test in one language one day, then repeat the test…

A test of English language proficiency designed for administration to school children with severe disabilities is presented. The test packet contains a manual for test administrators, a five-page form for recording student testing data, and a score sheet. The manual offers an introduction to the instrument, including its rationale, definitions of…

English-as-a-Second-Language students in Japan were tested at the beginning and the end of the school year to examine changes in word associations and grammatical suffix knowledge. Results showed an average vocabulary gain of 330 words, a poor knowledge of the allowable suffixes for the verbs learned, and 19 to 25 percentage points more receptive…

A study investigated the factorial distinctiveness of two receptive language skills, listening and reading, and the equivalence of factor structure across two groups. Subjects were 156 students, Korean-Americans and non-Korean-Americans, in grades two through four in a two-way bilingual education program. Students were tested in listening and…

The Illinois Test of Psycholinguistic Abilities (ITPA) is treated in terms of the ability measured, hints for administration and scoring, and questions often asked for each of the nine subtests. Typical profiles are described and analyzed for mentally retarded, kindergarteners, slow learners, culturally disadvantaged, Negroes, good and poor…

The principal aim of testing is to communicate to the student the extent to which he has progressed in attempting to fulfill his goals. Progress in the testing field is observed especially as a step in a feedback loop that includes goals, tasks, and evaluation procedures for providing feedback to the student. The teacher-as-learner also uses test…