Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Assessments of adolescent language

E H Wiig1

  • 1Boston University, Massachusetts, USA.

Seminars in Speech and Language
|February 1, 1995
PubMed
Summary

Language and learning disabilities persist into adolescence, changing in nature and impact. Comprehensive assessment, including metalinguistic skills, is crucial for effective intervention.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Language-learning disabilities: Paradigms for the nineties.

Annals of dyslexia·2013
Same author

The stability of AQT processing speed, ADAS-Cog and MMSE during acetylcholinesterase inhibitor treatment in Alzheimer's disease.

Acta neurologica Scandinavica·2009
Same author

A clinical rationale for assessing rapid automatized naming in children with language disorders.

Journal of learning disabilities·2004
Same author

Developing a language screening test for Arabic-speaking children.

Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)·2000
Same author

Classroom management and instruction for adolescents with language disabilities.

Seminars in speech and language·1995
Same author

Interpreting figurative language expressions.

Folia phoniatrica·1993

Area of Science:

  • Developmental Psychology
  • Linguistics
  • Special Education

Background:

  • Language and learning disabilities often persist from childhood into adolescence.
  • The characteristics and implications of these disabilities evolve with developmental transitions.
  • Increasing educational complexity highlights the interplay between language and cognition.

Purpose of the Study:

  • To broaden the perspective on adolescent language disabilities beyond traditional semantic, syntactic, and pragmatic deficits.
  • To emphasize the identification of metalinguistic strengths and deficits.
  • To explore comprehensive assessment strategies for adolescent language and learning disabilities.

Main Methods:

  • Discussion of various assessment options including norm-referenced, criterion-referenced, and language sample analysis.
  • Inclusion of portfolio assessments, observational checklists, interviews, and classroom probes.
  • Emphasis on a multi-faceted assessment approach acknowledging measurement error.

Main Results:

  • Adolescent language disabilities manifest in content, form, and use, but also in metalinguistics, communication integration, reasoning, and creativity.
  • No single assessment method is sufficient for all objectives.
  • Adolescents' perspectives and priorities are vital considerations.

Conclusions:

  • Adolescent language disabilities require a broader assessment framework that includes metalinguistic abilities and cognitive-communication skills.
  • A combination of assessment tools is necessary for a holistic understanding.
  • Incorporating adolescent voices enhances the relevance and effectiveness of interventions.

Related Experiment Videos