This article describes errors resulting from use of standardized language tests using a "normal" sample as the normative comparison group. Resulting errors include, among others, identifying normal children as language impaired, providing misleading profiles of verbal and nonverbal performance, and inability to determine impairment severity.…

Discusses problems with the ACTFL/ETS Oral Proficiency Guidelines and examines inconsistencies relating to three assumptions of oral proficiency (OPT)--hours of study, accuracy/interest, and errors. Further, it is argued that the main problems with OPT arise from an analytic approach and the native speaker yardstick. (SED)

Normative data for 198 urban children (four to eight years old) who speak Black American English (BAE) were obtained on the Test of Language Development. Results revealed speakers of BAE differed significantly in performance from children on whom test was standardized. Difference in performance was reflected in overall test scores and in…