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Use of the Clark-Madison Test of Oral Language with the Hearing-Impaired: A Content Validity and Comparative Study.
Peer reviewed Peer reviewed
Madison, Charles L.; Wong, Elizabeth Y. F. – Journal of Communication Disorders, 1992
This study, involving 20 children (ages 4-11) with severe hearing impairments, affirmed the content validity of the Clark-Madison Test of Oral Language as a measure of nonwritten expressive language with hearing-impaired children. Performance comparison with hearing individuals revealed a different profile of strengths and weaknesses than did…
Descriptors: Comparative Analysis, Content Validity, Deafness, Elementary Education
Developmental Changes in Narrative and Non-Narrative Discourse in Children with and without Brain Injury.
Peer reviewed Peer reviewed
Hemphill, Lowry; And Others – Journal of Communication Disorders, 1994
This study found that three oral discourse genres (script, picture description, and replica play narration) were able to characterize development in discourse abilities in 6 children (ages 5-7) with brain injury and 43 nondisabled children. Brain-injured children produced shorter discourse performances with more off-task talk but showed…
Descriptors: Child Development, Connected Discourse, Discourse Analysis, Early Childhood Education
Four Measures of Vocabulary Ability Compared in Older Preschool Children.
Peer reviewed Peer reviewed
Channell, Ron W.; Peek, Michelle S. – Language, Speech, and Hearing Services in Schools, 1989
Thirty-six children, aged four-five, completed four vocabulary measures: Peabody Picture Vocabulary Test-Revised, Picture Vocabulary subtest of the Test of Oral Language Development, Expressive One-Word Picture Vocabulary Test, and Receptive One-Word Picture Vocabulary Test. Only moderate correlations were found among these tests, implying that a…
Descriptors: Correlation, Expressive Language, Handicap Identification, Learning Disabilities