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2 edition of Inter-test comparison of three preschool language tests found in the catalog.

Inter-test comparison of three preschool language tests

Laura S. Hansen

Inter-test comparison of three preschool language tests

SICD, PLS, and PPVT-R

by Laura S. Hansen

  • 305 Want to read
  • 6 Currently reading

Published .
Written in English

    Subjects:
  • Children -- Language.,
  • Vocabulary tests.

  • Edition Notes

    Statementby Laura S. Hansen.
    The Physical Object
    Pagination[9], 74 leaves, bound :
    Number of Pages74
    ID Numbers
    Open LibraryOL17911184M

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Inter-test comparison of three preschool language tests by Laura S. Hansen Download PDF EPUB FB2

Graduate Thesis Or Dissertation Inter-test Comparison of Three Preschool Language Tests: Other studies involving inter-test comparisons are cited in the literature review. Many studies report correlation coefficients but do not include measures of central tendency. It is important that both kinds of data be reported in future : Laura S.

Hansen. Tests were administered to 31 4- and 5-year-old children with SLI and 31 age-matched controls with normal language (NL).

All children spoke General American English. Despite moderate to strong inter-test correlations, no test was a strong identifier of by: This study examined the empirical evidence for using four vocabulary tests (Peabody Picture Vocabulary Test-III [Dunn & Dunn, ], Receptive One-Word Vocabulary Test [Gardner, ], Expressive Vocabulary Test [Williams, ], Expressive One-Word Vocabulary Test-Revised [Gardner, ]) to screen or identify specific language impairment (SLI) in preschool-age by: This booklet contains four Progress tests and one Summary test for the Language in Use Pre-intermediate course.

Each of the Progress tests covers six units in the Classroom Book. The Summary test is for use at the end of the course, and makes use of material from all units. All five tests have the same format.

There is anFile Size: KB. In another study, Swisher, Plante, and Lowell () administered three nonverbal IQ tests to children between the ages of 8 and 10 years. The results showed that scores on the tests differed by as many as 10 standard score points for children with SLI and as many as 15 points for their age- and gender-matched typically developing peers.

This study evaluated the consistency in severity classifications for children with language impairment on tests of child language. The TELD-3 and the UTLD-4 were administered to 16 preschool Author: Tammie Spaulding. Vocabulary tests are frequently administered to determine whether a child's language skills require further evaluation (screening), as a method of identifying SLI in children, or simply to.

The UNIT is less well known in the language disorders literature than the Wechsler scales. However, in a recent review of 16 tests of nonverbal ability, DeThorne and Schaefer () included both the UNIT and the WISC-IV, successor to the WISC-III, among the four tests recommended for use in evaluating children with language impairment, based on overall design and psychometric by: Classrooms associated with three program types were targeted in this study.

All three types of programs offered 3-hour sessions for 3- and 4-year-olds and 6- to 7-hour sessions for 5-year-olds. Classic and Supplemented Montessori classrooms shared many features that are discussed first, followed by the ways in which they diverged. Cited by:   Comparison of performance on two nonverbal intelligence tests by adolescents with and without language impairment.

Carol A Miller Department of Communication Sciences and Disorders, The Pennsylvania State University, Ford Building, University Park, PAUnited States. Aims of the Systematic Review and Re-Analysis.

Considering the recent conclusions of Miyake and Friedman () and the many published confirmatory factor analyses supporting multidimensional solutions using performance-based tests (Willoughby et al., ), the latent variable research on executive functions has reached a point of requiring both knowledge synthesis and a re-evaluation of Cited by: Full text of "The Journal of educational research" See other formats.

Full text of "Differential Psychology Individual" See other formats. The union of narrative and executive function: Different but complementary Margaret Friend and Raven Phoenix Bates Department of Psychology, San Diego State University, San Diego, CA, USA Oral narrative production develops dramatically from 3 to 5 years of age, and is a key factor in a child's ability to communicate about the world.

Gardner’s socio-educational model focuses on individual differences that play an important role in language learning: (1) biological or experiential antecedent factors, eg.

gender, age, learning history, (2) individual difference variables like intelligence, language aptitude, learnig strategies, language attitudes, anxiety and motivation, (3. Recently, a colleague of mine asked for some advice on how to compute interrater reliability for a coding task, and I discovered that there aren’t many resources online written in an easy-to-understand format – most either 1) go in depth about formulas and computation or 2) go in depth about SPSS without giving many specific reasons for why you’d make several important decisions.

Scholastic tests: The subjects were administered tests of scholastic achievement in their classroom, (e.g., arithmetic, vocabulary, grammar, and general information), and then allowed to grade their own papers. Obviously, this situation gave the children the opportunity to cheat by changing their answers; however, unbeknownst to them a carbon-paper duplicate was employed to record their.

Oral narrative production develops dramatically from 3 to 5 years of age, and is a key factor in a child's ability to communicate about the world. Concomitant with this are developments in executive function (EF). For example, executive attention and behavioral inhibition show marked development beginning around 4 years of age.

Both EF and oral narrative abilities have important Cited by: See Appendices D, E, and F for inter-test correlations and Appendices F, G, and H, for intra-test correlations.

First Discriminant Function Analysis Between the Successful and Non-Successful Groups The Statistical Package for the Social Sciences (Nie et al.

) program for discriminant function analysis was utilized in analyzing the data. Publication date: April Source: Journal of Experimental Child Psychology, Volume Author(s): Sarah Zanette, Margaret Walsh, Leena Augimeri, Kang LeeAbstractThe current study examined whether children (6–12 years old) with varying levels of conduct problems differ from those without conduct problems in three key areas: their perceptions.

Porter, G. L. & Binder, D. M. (). A pilot study of visual-motor developmental inter-test-reliability: The Beery Developmental Test of Visual-Motor Integration and the Bender Visual Motor Gestalt Test. Journal of Learning Disabilities, 14, PubMed CrossRef Google ScholarAuthor: Beate Rennen-Allhoff, Peter Allhoff.The How to Use This Book section, which begins In summary, there are more than 1, items in the on page xx, introduces you to the testing format used in 16 review tests and items in the two-part comprehen- this review book.

sive examination, for a total of more than 2, items. In keeping with this definition, research has shown that the personality variable “need for achievement” as measured by the TAT method predicts criteria of effort expenditure, learning, and attention in achievement situations (Chap.

6).TAT-type procedures were soon developed to assess other motives, such as the needs for power, affiliation, and intimacy, based on the same principles (for Cited by: