Vocabulary Assessment Techniques: Perspectives of School-Based Speech-Language Pathologists

Autor/inn/en	Steele, Sara C.; Gibbons, L. Grace
Titel	Vocabulary Assessment Techniques: Perspectives of School-Based Speech-Language Pathologists
Quelle	In: Communication Disorders Quarterly, 44 (2023) 2, S.79-88 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steele, Sara C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/15257401221088241
Schlagwörter	Speech Language Pathology; Allied Health Personnel; Public Schools; Elementary Secondary Education; Vocabulary Development; Intervention; Standardized Tests; Informal Assessment; Language Impairments; Learning Disabilities; Task Analysis; Language Tests; Listening Comprehension Tests; Receptive Language; Intelligence Tests; Verbal Ability; Clinical Evaluation of Language Functions; Test of Language Development; Preschool Language Scale; Oral and Written Language Scales; Test for Auditory Comprehension of Language; Expressive One Word Picture Vocabulary Test; Peabody Picture Vocabulary Test; Boehm Test of Basic Concepts; Bracken Basic Concept Scale + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Wortschatzarbeit; Standadised tests; Standardisierter Test; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Learning handicap; Lernbehinderung; Aufgabenanalyse; Language test; Sprachtest; Hörverstehensübung; Rezeptive Kommunikationsfähigkeit; Intelligence test; Intelligenztest; Mündliche Leistung
Abstract	This study documented the standardized tests and informal assessment techniques that school-based speech-language pathologists (SLPs) reported as most helpful for identifying vocabulary deficits and for monitoring progress. Speech-language pathologists (N = 142) working in U.S. public school settings completed an online survey that included multiple-choice, multiple-answer, and open-ended formats. Percentages and frequency counts were reported. For identifying vocabulary deficits, SLPs favored omnibus language tests over vocabulary-specific tests. The most frequently selected informal assessments for identifying vocabulary deficits were language samples and curricular-based measures. For monitoring progress, respondents favored creating their own tasks and using curricular-based measures. Minor differences were noted in the responses of elementary and middle-high school SLPs. Results were compared with evidence-based principles for vocabulary assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01