ERIC Number: ED291200
Record Type: RIE
Publication Date: 1987
Language Assessment of Hearing-Impaired School Age Children.
Thompson, Marie; And Others
Focusing on the realities and constraints operating in public school settings, this book suggests ways that school personnel with responsibilities for hearing-impaired and other language-delayed children can produce effective language assessments and interventions. Following an overview of language development, the book is organized into sections which constitute "steps" in the assessment process. The first step, "Evaluating Tests," covers the purpose of a language assessment and issues such as norms, validity, and reliability, and concludes with a checklist for evaluating language tests. "Selecting a Test Battery" defines a test battery, discusses formal-informal testing, reprints the Kendall Communicative Proficiency Scale, provides examples of test batteries, and cites test modification techniques. "Administering the Test Battery" lists general considerations for administering tests and special considerations for testing the hearing-impaired child. "Obtaining and Using Language Samples" describes ways to obtain written, elicited, and spontaneous language samples; discusses methods of recording and analyzing spontaneous language; and gives sample recording forms. The final section contains descriptions and critiques of 36 available language tests, including ordering information, ages for which the tests are designed, instructions for test administration, norms, reliability, validity, advantages, disadvantages, and other notes. (JDD)
Descriptors: Communication Disorders, Diagnostic Tests, Educational Diagnosis, Evaluation Methods, Hearing Impairments, Intervention, Language Acquisition, Language Skills, Language Tests, Learning Disabilities, Screening Tests, Student Evaluation, Test Selection
University of Washington Press, P.O. Box 50096, Seattle, WA 98145 ($25.00, quantity discounts).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: N/A