A diagnostic model and a test to assess word-finding skills in children

There has been a diagnostic gap in the assessment of word-finding disorders in children. Although research in this area has continued to document strong correlations between word-finding skills and low reading achievement, dyslexia, language disorders, learning disabilities, and stuttering there have been no formal standardised measures for the assessment of word-finding skills in children. The purpose of this paper is to present: (1) a diagnostic model for the assessment of word finding; (2) a literature review that supports this model; (3) a formalised measure, the Test of Word Finding (TWF), which executes this diagnostic model for children. The assessment model includes variation in stimulus context (multiple naming sections); incorporates indices traditionally used to define word-finding problems in adults and children (accuracy, response time, response analysis and secondary characteristics); and provides for a comprehension assessment of naming errors. Components of this model are discussed with respect to stimulus context, target word frequency, nature of the target word and facilitating cues.