Assessment of Literacy and Language

Lombardino, Linda J.; Lieberman, R. Jane; Brown, Jaumeiko C.

doi:10.1037/t14964-000

Cited by 13 publications

(20 citation statements)

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“…To contrive more obligatory contexts for production of particular features, some researchers and test authors have developed variations on sentence combining such as story completion (Eisenberg, 2005) and parallel sentence production (Lombardino, Lieberman, & Brown, 2005). These methods might more appropriately be termed patterned elicitation, because a model of the target type of sentence is provided prior to presentation of a stimulus picture and/or set of words or sentences to combine.…”

Section: Sentence-combining Tasksmentioning

confidence: 99%

The Grammar of Information

Scott

Balthazar

2010

Topics in Language Disorders

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Purpose:The purpose of this article is to describe the nature of informational (expository) language in terms of unique grammatical characteristics and discuss applications for assessment and intervention for older school-aged children and adolescents with language impairments. Methods: Information presented is based on a selected literature review of topics including the nature of academic texts, expository text processing of older children and adolescents with language impairments and/or learning disabilities, and language intervention studies that target higher level language in the same population. Results: We summarize key grammatical strategies found in informational text: (a) complex nominal (noun phrase) groups, (b) clausal subordination, and (c) theme and information mechanisms. Although facility with these structures is not routinely or systematically tested by language clinicians, we highlight assessment procedures useful for this purpose. Promising intervention evidence suggests that grammatical features characteristic of informational text can be targeted with positive results for students who struggle with this aspect of higher level language. Conclusions: Success comprehending and producing informational text requires unique grammatical knowledge. A qualitative literature review is used to derive best practices in assessment and intervention with school-aged children who are particularly challenged by these types of texts. R ESEARCHERS in the development of literacy have uncovered discernable developmental changes in reading and writing over

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Section: Sentence-combining Tasksmentioning

confidence: 99%

The Grammar of Information

Scott

Balthazar

2010

Topics in Language Disorders

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“…Internal consistency was between .94 and .97 for all items. Caregivers of children between 37 and 60 months of age were asked 10 questions about their child's vocabulary knowledge and ability (e.g., used question words, negative words, or conjunctions), using an adapted version of the Assessment of Literacy and Language (ALL; Lombardino, Lieberman, & Brown, ). Previous research, including studies using the larger dataset that the current sample is drawn from, has demonstrated strong internal consistency for the ALL (Linebarger et al, ; Lombardino et al, ).…”

Section: Methodsmentioning

confidence: 99%

“…Caregivers of children between 37 and 60 months of age were asked 10 questions about their child's vocabulary knowledge and ability (e.g., used question words, negative words, or conjunctions), using an adapted version of the Assessment of Literacy and Language (ALL; Lombardino, Lieberman, & Brown, ). Previous research, including studies using the larger dataset that the current sample is drawn from, has demonstrated strong internal consistency for the ALL (Linebarger et al, ; Lombardino et al, ). Similar to procedures done in previous research, raw scores for each measure (MacArthur Communicative Development Inventory III and ALL) were converted to T scores and combined into one language variable (Linebarger et al, ).…”

Section: Methodsmentioning

confidence: 99%

Sibling presence, executive function, and the role of parenting

Rolan

Schmitt

Purpura

et al. 2018

Infant and Child Development

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“…Vocabulary knowledge was assessed using the Assessment of Literacy and Language (i.e., ALL; Lombardino, Lieberman, & Brown, 2005), a 20-item picture-based receptive vocabulary measure. Each successive item increases in difficulty and administration is discontinued after six consecutive incorrect answers.…”

Section: Methodsmentioning

confidence: 99%

The Contributions of Informal Home Literacy Activities to Specific Higher-Level Comprehension Processes

Hannon

2018

JETS

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This study shows that home literacy activities contribute to kindergarten children’s higher-level comprehension processes, namely knowledge integration and knowledge access. Kindergarten children completed measures assessing literacy and language skills and then their performances on these measures were correlated with home literacy activities, which were assessed via a parental questionnaire. Consistent with previous research, the results revealed that informal home literacy activities were positively related to language comprehension and vocabulary but not to letter-word decoding and phonemic decoding skills. The results also revealed that home literacy activities were positively related to knowledge integration and knowledge access, two strong predictors of language and reading comprehension. Finally, the present results suggest that the contributions that home literacy activities make to language comprehension are the same contributions that home literacy activities make to higher-level comprehension processes. In other words, the contributions that home literacy activities make to language comprehension are not independent of the contributions that home literacy activities make to higher-level comprehension processes.

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Assessment of Literacy and Language

Cited by 13 publications

References 0 publications

The Grammar of Information

The Grammar of Information

Sibling presence, executive function, and the role of parenting

The Contributions of Informal Home Literacy Activities to Specific Higher-Level Comprehension Processes

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