Preschool Language Assessment Battery

1981 ◽  
Author(s):  
C. Reich ◽  
A. Keeton ◽  
Peter H. Lindsay
Keyword(s):  
Language Assessment ◽  
Assessment Battery ◽  
Preschool Language ◽  
Language Assessment Battery

scholarly journals Cohesive Devices in Written Discourse: A Discourse Analysis of a Student’s Essay Writing

2016 ◽  
Vol 9 (7) ◽  
pp. 112 ◽  
Author(s):  
Afnan Bahaziq
Keyword(s):  
Discourse Analysis ◽  
English Language ◽  
Language Assessment ◽  
Written Discourse ◽  
Assessment Battery ◽  
Essay Writing ◽  
Cohesive Devices ◽  
The World ◽  
Language Assessment Battery

<h1>Discourse is essential in communicating thoughts and ideas. People around the world communicate their ideas through stretches of language. In order to understand any discourse, it must achieve cohesion. The purpose of this paper is to define and describe the cohesive devices based on the work of Halliday and Hasan (1976). It also aims to emphasize the necessity of using these devices by analyzing a Michigan English Language Assessment Battery (MELAB) sample examination of a student’s essay writing. The student’s writing shows clear evidence of cohesion and demonstrates the use of grammatical and lexical devices. It is noticed that the most grammatical devices used are reference and conjunction. On the contrary, there is little evidence of using lexical devices. Although the essay is somewhat cohesive, some areas still need improvement.</h1>

scholarly journals Russian Child Language Assessment Battery (RuCLAB) and its Application in Primary School Children with ASD

2021 ◽  
Vol 19 (4) ◽  
pp. 24-31
Author(s):  
M.A. Gomozova ◽  
V.G. Arutiunian ◽  
A.A. Lopukhina ◽  
O.V. Dragoy
Keyword(s):  
Language Impairment ◽  
Child Language ◽  
Language Assessment ◽  
Autism Spectrum ◽  
Russian Language ◽  
Assessment Tools ◽  
Primary School Children ◽  
Assessment Battery ◽  
Children With Asd ◽  
Language Assessment Battery

In speech-language pathology practice, standardized language assessment tools are used to evaluate the level of language development and to specify the details of language impairment. For Russian language, a novel Russian Child Language Assessment Battery (RuCLAB) was developed. The RuCLAB provides the assessment of phonology, vocabulary, morphosyntax, and discourse in production and comprehension. Present study aims to describe RuCLAB in detail and to report its application in 7—11 years-old children with Autism Spectrum Disorder (ASD). The results revealed between-group differences in children with and without ASD as well as highlighted some individual features in the group of children with ASD: for example, expressive and receptive patterns differed depending on the linguistic level and non-verbal IQ; also children with ASD (as children with complex language disorders) better acquired nouns in comparison to verbs, and the words’ frequency influenced the accuracy in sentence repetition. The results indicate sensitivity and diagnostic importance of RuCLAB as a tool for language assessment in children with ASD.

scholarly journals Relationship between the Brazilian version of the Montreal-Toulouse language assessment battery and education, age and reading and writing characteristics. A cross-sectional study

2015 ◽  
Vol 133 (4) ◽  
pp. 298-306 ◽  
Author(s):  
Karina Carlesso Pagliarin ◽  
Gigiane Gindri ◽  
Karin Zazo Ortiz ◽  
Maria Alice Mattos Pimenta Parente ◽  
Yves Joanette ◽  
...  
Keyword(s):  
Multiple Linear Regression Model ◽  
Language Assessment ◽  
Cross Sectional Study ◽  
Separate Analysis ◽  
Sectional Study ◽  
Cross Sectional ◽  
Assessment Battery ◽  
Reading And Writing ◽  
Brazilian Version ◽  
Language Assessment Battery

CONTEXT AND OBJECTIVE: There is growing concern about understanding how sociodemographic variables may interfere with cognitive functioning, especially with regard to language. This study aimed to investigate the relationship between performance in the Brazilian version of the Montreal-Toulouse language assessment battery (MTL-BR) and education, age and frequency of reading and writing habits (FRWH).DESIGN AND SETTING: Cross-sectional study conducted in university and work environments in Rio Grande do Sul, Brazil.METHOD: The MTL-BR was administered to a group of 233 healthy adults, aged 19 to 75 years (mean = 45.04, standard deviation, SD = 15.47), with at least five years of formal education (mean = 11.47, SD = 4.77).RESULTS: A stepwise multiple linear regression model showed that, for most tasks, the number of years of education, age and FRWH were better predictors of performance when analyzed together rather than separately. In separate analysis, education was the best predictor of performance in language tasks, especially those involving reading and writing abilities.CONCLUSION: The results suggested that the number of years of education, age and FRWH seem to influence performance in the MTL-BR, especially education. These data are important for making diagnoses of greater precision among patients suffering from brain injuries, with the aim of avoiding false positives.

Montreal-Toulouse Language Assessment Battery for aphasia: Validity and reliability evidence

2014 ◽  
Vol 34 (3) ◽  
pp. 463-471 ◽  
Author(s):  
Karina Carlesso Pagliarin ◽  
Karin Zazo Ortiz ◽  
Maria Alice de Mattos Pimenta Parente ◽  
Adriane Arteche ◽  
Yves Joanette ◽  
...  
Keyword(s):  
Language Assessment ◽  
Validity And Reliability ◽  
Assessment Battery ◽  
Language Assessment Battery

Montreal–Toulouse Language Assessment Battery: Evidence of criterion validity from patients with aphasia

2015 ◽  
Vol 357 (1-2) ◽  
pp. 246-251 ◽  
Author(s):  
Karina Carlesso Pagliarin ◽  
Karin Zazo Ortiz ◽  
Simone dos Santos Barreto ◽  
Maria Alice de Mattos Pimenta Parente ◽  
Jean-Luc Nespoulous ◽  
...  
Keyword(s):  
Language Assessment ◽  
Criterion Validity ◽  
Assessment Battery ◽  
Language Assessment Battery

scholarly journals Correction to: Brief Montreal-Toulouse Language Assessment Battery: adaptation and content validity

2020 ◽  
Vol 33 (1) ◽  
Author(s):  
Raira Fernanda Altmann ◽  
Karin Zazo Ortiz ◽  
Tainá Rossato Benfica ◽  
Eduarda Pinheiro Oliveira ◽  
Karina Carlesso Pagliarin
Keyword(s):  
Content Validity ◽  
Language Assessment ◽  
Assessment Battery ◽  
Language Assessment Battery

An amendment to this paper has been published and can be accessed via the original article.

scholarly journals Preschoolers' Performance on the Brazilian Adaptation of the Preschool Language Assessment Instrument - Second Edition

2016 ◽  
Vol 68 (2) ◽  
pp. 73-79
Author(s):  
Tâmara Andrade Lindau ◽  
Natalia Freitas Rossi ◽  
Celia Maria Giacheti
Keyword(s):  
Language Assessment ◽  
Assessment Instrument ◽  
Preschool Language

Malay Preschool Language Assessment Tool

2010 ◽  
Author(s):  
Rogayah A. Razak ◽  
Charles L. Madison ◽  
Yee Kuan Siow ◽  
Mohd. Azmarul A. Aziz
Keyword(s):  
Assessment Tool ◽  
Language Assessment ◽  
Preschool Language

scholarly journals The role of scaffolding in children’s questions: Implications for (preschool) language assessment from a usage-based perspective

2016 ◽  
Vol 4 (1) ◽  
pp. 237-260
Author(s):  
Heike Behrens ◽  
Karin Madlener ◽  
Katrin Skoruppa
Keyword(s):  
Language Production ◽  
Language Assessment ◽  
Test Environment ◽  
Preschool Assessment ◽  
Complex Sentences ◽  
Preschool Language ◽  
Language Assessments ◽  
New Perspective ◽  
Communicative Abilities

AbstractThis article outlines a range of theoretical, empirical, and practical desiderata for the design of (preschool) language assessments that follow from recent insights into language development from a cognitive-linguistic and usage-based perspective. To assess children’s productive communicative abilities rather than their ability to judge the acceptability of complex sentences in isolation is a new perspective in language testing that requires theoretical motivation as well as operationalizable criteria for judging the appropriateness of children’s language productions, and for characterizing the properties of their language command. After a brief review of the basic rationale of current strands of preschool assessment in Germany (Section 2), the fundamental usage-based assumptions regarding children’s developing linguistic competence and their implications for the design of preschool language diagnostics are characterized (Section 3). In order to assess children’s language production, in particular its flexibility and productivity in context, a test environment needs to be created in which children are allowed to use a certain range of language in meaningful contexts. Section 4 thus zooms in on the central question of scaffolding. Section 5 presents corresponding corpus evidence for adult strategies of prompting children to elaborate their answers and for typical child responses. Sections 6 and 7 discuss the corpus-based findings with respect to their implications for the design of ( preschool) language assessment and point to further challenges.

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