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Conducting Oral and Written Language Adapted Tele-Assessments with Early Elementary-Age Children with Autism Spectrum Disorder
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Conner, Carlin; Henry, Alyssa R.; Solari, Emily J.; Zajic, Matthew C. – Autism & Developmental Language Impairments, 2022
Background and aims: Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum…
Descriptors: Oral Language, Written Language, Writing Skills, Writing Evaluation
Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9
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Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D. – Journal of Learning Disabilities, 2018
Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…
Descriptors: Regression (Statistics), Short Term Memory, Predictor Variables, Reading Achievement