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Peer reviewedScott, Cheryl M.; Stokes, Sharon L. – Language, Speech, and Hearing Services in Schools, 1995
This article identifies sources of information about syntactic ability of school-age children and adolescents from language samples (spoken and written) and standardized language tests. Language samples yield information on sentence length, clause density, and use of higher level discourse-motivated structures. Syntactic subtests from three…
Descriptors: Adolescents, Children, Elementary Secondary Education, Evaluation Methods
Peer reviewedNippold, Marilyn A. – Language, Speech, and Hearing Services in Schools, 1995
This article discusses word definitions within the context of language development in school-age children and adolescents. It explains the importance of the ability to define words, reviews the growth of word definition during school years, describes standardized tests, and offers suggestions for expanding the normative database for word…
Descriptors: Adolescents, Children, Definitions, Elementary Secondary Education
Peer reviewedMack, Alison E.; Warr-Leeper, Genese A. – Language, Speech, and Hearing Services in Schools, 1992
Oral language abilities in 20 boys (ages 9-13) with chronic behavior disorder were investigated, using 20 standardized language measures. Findings indicated generally poor or inconsistent language skills, with abstract concepts and linguistically complex structures particularly difficult. (Author/DB)
Descriptors: Adolescents, Behavior Disorders, Children, Communication Skills
Tryjankowski, Elaine M. – 1986
This study investigated the construct validity of five perceptual traits (auditory discrimination, visual discrimination, visual memory, visual-motor coordination, and auditory to visual-motor coordination) with five simulated work samples (union assembly, resistor reading, budgette assembly, lock assembly, and nail and screw sort) from the Jewish…
Descriptors: Adolescents, Auditory Perception, Diagnostic Tests, Identification
Peer reviewedNorris, Jan – Language, Speech, and Hearing Services in Schools, 1995
This discussion of problems associated with deriving pragmatic norms for older children and adolescents presents a model for analyzing and comparing pragmatic performance across language tasks. The multilevel model involves the interrelationship of situational, discourse, and semantic contexts--knowing what, to whom, when, and how much to say. (DB)
Descriptors: Adolescents, Child Development, Children, Communication Skills
