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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 0000-0002-4099-9360), Gibbons, L. Grace
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
FullText Text:
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  Data: Vocabulary Assessment Techniques: Perspectives of School-Based Speech-Language Pathologists
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  Data: <searchLink fieldCode="AR" term="%22Steele%2C+Sara+C%2E%22">Steele, Sara C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4099-9360">0000-0002-4099-9360</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gibbons%2C+L%2E+Grace%22">Gibbons, L. Grace</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communication+Disorders+Quarterly%22"><i>Communication Disorders Quarterly</i></searchLink>. Feb 2023 44(2):79-88.
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  Data: 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
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Clinical+Evaluation+of+Language+Functions%22">Clinical Evaluation of Language Functions</searchLink><br /><searchLink fieldCode="SU" term="%22Test+of+Language+Development%22">Test of Language Development</searchLink><br /><searchLink fieldCode="SU" term="%22Preschool+Language+Scale%22">Preschool Language Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Oral+and+Written+Language+Scales%22">Oral and Written Language Scales</searchLink><br /><searchLink fieldCode="SU" term="%22Test+for+Auditory+Comprehension+of+Language%22">Test for Auditory Comprehension of Language</searchLink><br /><searchLink fieldCode="SU" term="%22Expressive+One+Word+Picture+Vocabulary+Test%22">Expressive One Word Picture Vocabulary Test</searchLink><br /><searchLink fieldCode="SU" term="%22Peabody+Picture+Vocabulary+Test%22">Peabody Picture Vocabulary Test</searchLink><br /><searchLink fieldCode="SU" term="%22Boehm+Test+of+Basic+Concepts%22">Boehm Test of Basic Concepts</searchLink><br /><searchLink fieldCode="SU" term="%22Bracken+Basic+Concept+Scale%22">Bracken Basic Concept Scale</searchLink>
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  Data: 1525-7401<br />1538-4837
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  Data: 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.
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        Value: 10.1177/15257401221088241
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      – SubjectFull: Allied Health Personnel
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      – SubjectFull: Public Schools
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