The Challenge of Assessing Language in Children With Hearing Loss
1University of Colorado, Boulder.
Language, Speech, and Hearing Services in Schools
|October 1, 1997
Abstract:
This article challenges current practices in language evaluation for school-aged children with significant hearing loss. In light of recent theoretical beliefs, arguments supporting an interactional approach to assessment are presented, along with specific recommendations for the interpretation of test results. Application of current connectionist and competition theories of language acquisition promotes the concept of differential weighting of aspects of language (semantics, syntax, pragmatics, and phonology) at various stages of development.
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