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The Expressive Language Test 2

The Expressive Language Test 2

Linda Bowers, Rosemary Huisingh, Carolyn LoGiudice and Jane Orman

 

· Ages: 5-11 Years

· Grades: K-6

· Testing Time: 35 minutes

 

 This revised edition includes: 

·   updated subtests

·   colour illustrations and stimulus items

·   a shorter testing time

 

The five subtests represent the core skills of expressive language and are strong indicators of academic success and reading readiness. The tasks require students to process language, organise language, retrieve what they hear, and use the expressive skills needed for success in the classroom. The assessment is sensitive to typical variations in expressive language development which means you'll identify those children with true expressive language disorders and have less chance of over-identification of such disorders. The revised edition is a quicker, more direct assessment than the original Expressive Language Test. 

 

Rationale 

The Expressive Language Test 2 is a measure of certain expressive language skills and not a measure of "mixed receptive-expressive language disorder" (DSM IV, 2000). "This (expressive) disorder interferes with educational or occupational achievement or with social communication" (Bishop & Leonard, 2001). The language skills assessed in this test are ones that teachers, researchers, and clinicians commonly identify as most predictive of classroom learning difficulty:

 

Subtests

Depending on the subtest, stimuli are presented to the student verbally, visually, and/or in written form.

·   Sequencing: Eisenberg et al. (2008) state that narrative ability is an important predictor of academic success and can be used to distinguish children with language impairment from their typically-developing peers. Mishler (1995) maintains that narratives (or sequencing) appear in three types and necessitate that the speaker's expressive language skills, along with good verbal processing and auditory memory, be intact. Johnston (1994) also showed that children with SLI perform poorly on tasks requiring processing of visual or auditory signals.

·   Metalinguistics—Defining: Metalinguistics (the ability to talk about our language) requires the child to be aware of and facile with the use of words, their definitions, and how to use those words in context. The chief difficulty in talking about definitions is that the speaker needs to use other words or terms to define a word. These other words and terms may not exist in the vocabulary of the child with expressive language skills (Ierodiakonou, 1993).

·   Metalinguistics—Generating Examples: Generating examples of words, such as verb, rhyme, or sentence, requires recursive definition or the ability to zero in on exactly the set of features that belong to a given word and rule out all other features. Therefore, the definition of rhyme must be words that sound alike, not words that look alike or words that are spelled alike (Aczel, 1977).

·   Grammar and Syntax: Grammatical deficits limit a child's ability to express meaning. Syntax is an important focus for language assessment and intervention for school-age children with language impairment (Eisenberg et al., 2008). ". . . developmental patterns of children with SLI have been shown to differ consistently from those of younger, typically-developing children who are matched on some linguistic criterion" (Leonard, 1994, 1998; Rice & Wexler, 1996; Rice, Wexler, & Hershberger, 1998). Because grammatical morphology is an area that consistently defines children with expressive language disorders, it certainly has a place in any expressive assessment.

·   Defining Categories: The ability to give verbal definitions is well-recognised as a strong correlate of children's academic success and literacy attainment (Chall, 1987; Johnson & Anglin, 1995). The natural language process, latent semantic analysis, presented by Landaur and Dumais (1997) describes the relationship between a set of words and the terms they contain by producing a set of related concepts. For instance, the term communication contains the terms of verbal and nonverbal expression, information exchange, listening, etc. Therefore, the category of communication is defined by those concepts.

 

Examiner Qualifications - The test should be administered only by a trained professional familiar with language disorders (e.g., speech-language pathologist, psychologist). Paraprofessionals or support personnel cannot adequately administer and score the test.

 

COMPLETE EXPRESSIVE LANGUAGE TEST 2 KIT INCLUDES: Examiner’s Manual, Stimuli Book, 16 Picture Sequence Cards, 20 Test Forms

 

04210...EXPRESSIVE LANGUAGE TEST 2 Complete Kit      

04211...EXPRESSIVE LANGUAGE TEST 2 Forms (20)  

 
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