Beyond YourCELF: Expanding Language Assessment To be successful learners in the educational setting, school-age children are required to have functional oral and written language skills. Traditional language testing conducted by the speech-language pathologist has often focused primarily on assessment of the most basic aspects of oral language. Many school-age children who are evidencing language-based ... Article
Article  |   April 01, 2003
Beyond YourCELF: Expanding Language Assessment
Author Affiliations & Notes
  • Jennifer P. Van Gilder
    Communication Disorders Clinic, Appalachian State University, Boone, NC
  • Dawn C. Botts
    Communication Disorders Clinic, Appalachian State University, Boone, NC
Article Information
School-Based Settings / Language Disorders / Attention, Memory & Executive Functions / Articles
Article   |   April 01, 2003
Beyond YourCELF: Expanding Language Assessment
SIG 16 Perspectives on School-Based Issues, April 2003, Vol. 4, 13-17. doi:10.1044/sbi4.1.13
SIG 16 Perspectives on School-Based Issues, April 2003, Vol. 4, 13-17. doi:10.1044/sbi4.1.13
To be successful learners in the educational setting, school-age children are required to have functional oral and written language skills. Traditional language testing conducted by the speech-language pathologist has often focused primarily on assessment of the most basic aspects of oral language. Many school-age children who are evidencing language-based learning difficulties “…have mastered the basic vocabulary, sentence structures, and functions of their language, but have trouble progressing beyond these basic skills to higher levels of language performance” (Paul, 2001, p. 387). Oftentimes, these children are struggling to acquire not only higher-level oral language skills, but also written language skills. Therefore, to accurately reflect the needs of the school-age child, language assessment must include in-depth testing of both oral and written language skills.
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