Adolescent Literacy Assessment: Finding Out What You Need to Know

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

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Augmentative and Alternative Communication: Assessment in the Schools

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac17.1.13 ◽

2008 ◽

Vol 17 (1) ◽

pp. 13-19 ◽

Cited By ~ 5

Author(s):

Lisa A. Proctor ◽

Jill Oswalt

Keyword(s):

Augmentative And Alternative Communication ◽

Receptive Language ◽

Assessment Tools ◽

Literacy Assessment ◽

Alternative Communication ◽

Complex Communication Needs ◽

Communication Assessment ◽

School Based ◽

Main Portion ◽

Communication Needs

Abstract The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.

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Hearing Screening Failure Among Students With Reading Impairment: Rate and Relation to Specific Reading Deficits

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00163 ◽

2020 ◽

Vol 5 (5) ◽

pp. 1212-1220

Author(s):

Krystal L. Werfel ◽

Laura Peek ◽

Gabriella Reynolds ◽

Sydney Bassard

Keyword(s):

Hearing Screening ◽

Literacy Assessment ◽

Poor Reading ◽

Reading Deficits ◽

Reading Impairment ◽

Underlying Factor ◽

Specific Reading ◽

Comprehension Skills ◽

Preliminary Study ◽

Reading Impairments

Background The purpose of this preliminary study was to explore one potential underlying factor that may contribute to poor reading outcomes: minimal hearing loss. Additionally, we compared decoding and comprehension deficits in students who passed or failed the hearing screening. Method Forty-three school-age students completed a hearing screening and a literacy assessment. Results Fifty-four percent of children with reading impairments failed the hearing screening, compared to only 21% of children with typical reading. Additionally, students who failed the hearing screening were more likely to exhibit decoding deficits; comprehension skills between the hearing screening groups did not differ. Conclusions Thus, children with reading impairments are more likely to fail hearing screenings than children with typical reading, and the deficits of those who fail hearing screenings appear to center on decoding rather than comprehension skills. Supplemental Material https://doi.org/10.23641/asha.12818252

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