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Direct linkBranum-Martin, Lee; Rhodes, Katherine T.; Sun, Congying; Washington, Julie A.; Webb, Mi-Young – Journal of Speech, Language, and Hearing Research, 2019
Purpose: Many language tests use different versions that are not statistically linked or do not have a developmental scaled score. The current article illustrates the problems of scores that are not linked or equated, followed by a statistical model to derive a developmental scaled score. Method: Using an accelerated cohort design of 890 students…
Descriptors: Longitudinal Studies, Language Tests, Scores, Elementary School Students
Carmichael, Jessica A.; Fraccaro, Rebecca L.; Nordstokke, David W. – Canadian Journal of School Psychology, 2014
Oral language skills are important to consider in school psychology practice, as they are directly tied to many areas of academic functioning. For example, research has demonstrated that oral language skills in early elementary school predict reading comprehension in later grades (Kendeou, van den Broek, White, & Lynch, 2009). With a…
Descriptors: Language Tests, Oral Language, Language Skills, School Psychology
Hoffman, LaVae M.; Loeb, Diane Frome; Brandel, Jayne; Gillam, Ronald B. – Journal of Speech, Language, and Hearing Research, 2011
Purpose: This study investigated the psychometric properties of 2 oral language measures that are commonly used for diagnostic purposes with school-age children who have language impairments. Method: Two hundred sixteen children with specific language impairment were assessed with the Test of Language Development--Primary, Third Edition (TOLD-P:3;…
Descriptors: Speech, Oral Language, Language Impairments, Factor Structure
