Vocabulary Assessment Techniques: Perspectives of School-Based Speech-Language Pathologists
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| Title: | Vocabulary Assessment Techniques: Perspectives of School-Based Speech-Language Pathologists |
|---|---|
| Language: | English |
| Authors: | Steele, Sara C. (ORCID |
| Source: | Communication Disorders Quarterly. Feb 2023 44(2):79-88. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | 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, Vocabulary |
| Assessment and Survey Identifiers: | 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 |
| DOI: | 10.1177/15257401221088241 |
| ISSN: | 1525-7401 1538-4837 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1362364 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1525-7401 1538-4837 |
| DOI: | 10.1177/15257401221088241 |
