A study involving 10 children with language impairments revealed high correlations between scores on the CELI (Carrow Elicited Language Inventory) and spontaneous language samples (LS). Findings suggested, however, that although the CELI identifies children needing language intervention, it cannot replace LS in developing appropriate language…

A standard approach to the selection of children with specific language deficits was devised, based on a current definition of specific language deficit that depends heavily on exclusion criteria. A total of 132 language impaired children aged four to eight and one-half years were assessed. (Author)

The investigation explored the usefulness of the Noise Subtest of the Test of Auditory Discrimination and the Memory for Sequence subtest of the Goldman-Fristoe Woodcock Auditory Skills Test Battery for initial identification of central auditory function in normal children. (Author/CL)

Performance of 136 kindergarteners on five language screening tests was compared with performance on a diagnostic criterion language measure consisting of the Test of Language Development, Test for Auditory Comprehension of Language, and Carrow Elicited Language Inventory. The Language Identification Screening Test for Kindergarten was highly…

Regression analyses and classification accuracy on 136 kindergarteners indicated that performance on the Language Identification Screening Test for Kindergarten was at a level comparable to the Bankson Language Screening Test and above the Test of Language Development, the Test for Auditory Comprehension of Language, and the Carrow Elicited…

Thirty visually impaired children (6-12 years old) were administered The Word Test which does not use visual stimulus. Correlation between age and scores and comparisons of test results for individuals with test norms indicate that The Word Test can be used in assessing language disorders among visually impaired children. (Author/CL)

The author reviews methods of studying individuals in context (ecological, phenomenological, and system approaches) and offers suggestions for implementing these approaches in identification, assessment, and intervention procedures for language-disordered children. (CL)

The relationship between child age and mean length of utterance measured in morphemes (MLU) was studied in a sample of 123 middle to upper middle class midwestern children, aged 17 to 59 months, conversing with mothers in free play. A significant correlation was found between age and MLU: r=.88. (Author)

Teachers can identify children with word finding problems through a classroom survey (appended) which provides profiles of expressive and receptive language patterns. Intervention includes compensatory programing and remediation (such as rehearsal of vocabulary). (CL)

Four hundred eighty-six preschool children were screened with the Denver Developmental Screening Test (DDST) and the Preschool Language Scale (PLS). Children who failed the screening were referred for a formal language assessment. Results indicated that the DDST is slightly more effective than the PLS in identifying preschool children who need…

Three standardized language assessment measures (Peabody Picture Vocabulary Test-Revised, Test of Early Language Development, and the Preschool Language Scale) were individually administered to 25 nonreferred, White, middle-class preschoolers. Correlations among the three measures were statistically significant suggesting an interrelationship of…

Comparison revealed that the percentage of Ss identified differed between the two tests for articulation, vocabulary, language, comprehension, and language expression; higher than normal percentages of speech deficits were identified on both tests; and the same individuals were not always identified for diagnostic testing. (Author/CL)

Study evaluated sensitivity of two independent rapid naming tests--Naming Pictured Objects and Producing Names on Confrontation--in differentiating 16 children (7 and 8 years old) with language and learning disabilities from 16 age peers with normal language development and academic achievement. The interrelationship between total naming time and…

Two methods of identifying language disordered children were examined in a study involving 54 regular kindergarten through fifth-grade teachers in two Albuquerque schools serving 1,212 children (assigned on a roughly matched basis to one of two groups). (Author/PHR)

A shortened form of the Northwestern Syntax Screening Test (NSST)--used to identify language impaired children--was developed and cross-validated with the original test. The shortened version, taking approximately 10 minutes to administer, was normed in six-month intervals, as opposed to the one-year intervals of the original NSST. (Author/DLS)