Montreal–Toulouse Language Assessment Battery: Evidence of criterion validity from patients with aphasia

2015 ◽  
Vol 357 (1-2) ◽  
pp. 246-251 ◽  
Author(s):  
Karina Carlesso Pagliarin ◽  
Karin Zazo Ortiz ◽  
Simone dos Santos Barreto ◽  
Maria Alice de Mattos Pimenta Parente ◽  
Jean-Luc Nespoulous ◽  
...  
Keyword(s):  
Language Assessment ◽  
Criterion Validity ◽  
Assessment Battery ◽  
Language Assessment Battery

scholarly journals Cohesive Devices in Written Discourse: A Discourse Analysis of a Student’s Essay Writing

2016 ◽  
Vol 9 (7) ◽  
pp. 112 ◽  
Author(s):  
Afnan Bahaziq
Keyword(s):  
Discourse Analysis ◽  
English Language ◽  
Language Assessment ◽  
Written Discourse ◽  
Assessment Battery ◽  
Essay Writing ◽  
Cohesive Devices ◽  
The World ◽  
Language Assessment Battery

<h1>Discourse is essential in communicating thoughts and ideas. People around the world communicate their ideas through stretches of language. In order to understand any discourse, it must achieve cohesion. The purpose of this paper is to define and describe the cohesive devices based on the work of Halliday and Hasan (1976). It also aims to emphasize the necessity of using these devices by analyzing a Michigan English Language Assessment Battery (MELAB) sample examination of a student’s essay writing. The student’s writing shows clear evidence of cohesion and demonstrates the use of grammatical and lexical devices. It is noticed that the most grammatical devices used are reference and conjunction. On the contrary, there is little evidence of using lexical devices. Although the essay is somewhat cohesive, some areas still need improvement.</h1>

scholarly journals Russian Child Language Assessment Battery (RuCLAB) and its Application in Primary School Children with ASD

2021 ◽  
Vol 19 (4) ◽  
pp. 24-31
Author(s):  
M.A. Gomozova ◽  
V.G. Arutiunian ◽  
A.A. Lopukhina ◽  
O.V. Dragoy
Keyword(s):  
Language Impairment ◽  
Child Language ◽  
Language Assessment ◽  
Autism Spectrum ◽  
Russian Language ◽  
Assessment Tools ◽  
Primary School Children ◽  
Assessment Battery ◽  
Children With Asd ◽  
Language Assessment Battery

In speech-language pathology practice, standardized language assessment tools are used to evaluate the level of language development and to specify the details of language impairment. For Russian language, a novel Russian Child Language Assessment Battery (RuCLAB) was developed. The RuCLAB provides the assessment of phonology, vocabulary, morphosyntax, and discourse in production and comprehension. Present study aims to describe RuCLAB in detail and to report its application in 7—11 years-old children with Autism Spectrum Disorder (ASD). The results revealed between-group differences in children with and without ASD as well as highlighted some individual features in the group of children with ASD: for example, expressive and receptive patterns differed depending on the linguistic level and non-verbal IQ; also children with ASD (as children with complex language disorders) better acquired nouns in comparison to verbs, and the words’ frequency influenced the accuracy in sentence repetition. The results indicate sensitivity and diagnostic importance of RuCLAB as a tool for language assessment in children with ASD.

scholarly journals Relationship between the Brazilian version of the Montreal-Toulouse language assessment battery and education, age and reading and writing characteristics. A cross-sectional study

2015 ◽  
Vol 133 (4) ◽  
pp. 298-306 ◽  
Author(s):  
Karina Carlesso Pagliarin ◽  
Gigiane Gindri ◽  
Karin Zazo Ortiz ◽  
Maria Alice Mattos Pimenta Parente ◽  
Yves Joanette ◽  
...  
Keyword(s):  
Multiple Linear Regression Model ◽  
Language Assessment ◽  
Cross Sectional Study ◽  
Separate Analysis ◽  
Sectional Study ◽  
Cross Sectional ◽  
Assessment Battery ◽  
Reading And Writing ◽  
Brazilian Version ◽  
Language Assessment Battery

CONTEXT AND OBJECTIVE: There is growing concern about understanding how sociodemographic variables may interfere with cognitive functioning, especially with regard to language. This study aimed to investigate the relationship between performance in the Brazilian version of the Montreal-Toulouse language assessment battery (MTL-BR) and education, age and frequency of reading and writing habits (FRWH).DESIGN AND SETTING: Cross-sectional study conducted in university and work environments in Rio Grande do Sul, Brazil.METHOD: The MTL-BR was administered to a group of 233 healthy adults, aged 19 to 75 years (mean = 45.04, standard deviation, SD = 15.47), with at least five years of formal education (mean = 11.47, SD = 4.77).RESULTS: A stepwise multiple linear regression model showed that, for most tasks, the number of years of education, age and FRWH were better predictors of performance when analyzed together rather than separately. In separate analysis, education was the best predictor of performance in language tasks, especially those involving reading and writing abilities.CONCLUSION: The results suggested that the number of years of education, age and FRWH seem to influence performance in the MTL-BR, especially education. These data are important for making diagnoses of greater precision among patients suffering from brain injuries, with the aim of avoiding false positives.

Montreal-Toulouse Language Assessment Battery for aphasia: Validity and reliability evidence

2014 ◽  
Vol 34 (3) ◽  
pp. 463-471 ◽  
Author(s):  
Karina Carlesso Pagliarin ◽  
Karin Zazo Ortiz ◽  
Maria Alice de Mattos Pimenta Parente ◽  
Adriane Arteche ◽  
Yves Joanette ◽  
...  
Keyword(s):  
Language Assessment ◽  
Validity And Reliability ◽  
Assessment Battery ◽  
Language Assessment Battery

scholarly journals Correction to: Brief Montreal-Toulouse Language Assessment Battery: adaptation and content validity

2020 ◽  
Vol 33 (1) ◽  
Author(s):  
Raira Fernanda Altmann ◽  
Karin Zazo Ortiz ◽  
Tainá Rossato Benfica ◽  
Eduarda Pinheiro Oliveira ◽  
Karina Carlesso Pagliarin
Keyword(s):  
Content Validity ◽  
Language Assessment ◽  
Assessment Battery ◽  
Language Assessment Battery

An amendment to this paper has been published and can be accessed via the original article.

scholarly journals A French C-test for language assessment

2021 ◽  
Author(s):  
Oona Cromheecke ◽  
Marc Brysbaert
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Internal Consistency ◽  
Language Assessment ◽  
Criterion Validity ◽  
Bilingual Students ◽  
Vocabulary Test ◽  
Proficiency Tests ◽  
Test Correlation

Short language proficiency tests are often needed for low-stakes assessment in education and research, particularly in second language settings. Vocabulary tests are a good candidate; they give rapid, useful estimates of language proficiency. Ideally, several formats are available so that language proficiency can be measured independently of the method used. In the present study, a French C-test was developed and tested on 129 Dutch-French bilingual students. The newly developed C-test was compared to an existing (but not yet validated) C-test and a yes/no vocabulary test (Lextale-FR). In addition, for some students the scores were compared to their French end-of-term marks. Internal consistency of the new test was ICC=.8 and the test correlated r=.7 with the existing C-test. Correlation with end-of-term marks was r=.5 (criterion validity). Correlation with Lextale-FR was lower (r=.3) and Lextale-FR also correlated less with exam marks (r=.3), confirming that the C-test measures skills not covered by Lextale-FR. The C-test is free to use for educational and research purposes.

Feasibility of Computer-Administered Language Assessment

2008 ◽  
Vol 9 (2) ◽  
pp. 57-65 ◽  
Author(s):  
Amanda C. Brandone ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek
Keyword(s):  
Assessment Tool ◽  
Language Assessment ◽  
Language Abilities ◽  
Consistent Manner ◽  
Traditional Language ◽  
Computer Based ◽  
Language Assessments ◽  
And Performance ◽  
Language Assessment Battery ◽  
Language Competencies

Abstract The assessment of language in early childhood is essential for the early identification of children with special needs. However, administering traditional language assessments to large preschool populations can be prohibitively time-consuming and complicated. Thus, there is clear value in developing a standardized, norm-referenced, computer-administered language assessment battery that is both time-efficient and fun for children, that yields a meaningful profile of children's specific language competencies, and that can be administered by testers in a consistent manner without extensive training. Here we discuss research undertaken as part of an evaluation of the feasibility of developing such a language assessment tool for use with preschool children. Preschoolers (M = 3.60 years) were tested using a traditional, standardized language assessment (PLS-4) and a computer-administered task assessing (via the use of a touch-screen computer) verb vocabulary and comprehension of plural morphology, negation, and noun-verb agreement. All participants completed the entire test without difficulty. Moreover, analyses revealed significant correlations between performance on the computer-based language assessment, age, and performance on the PLS-4. These data support the notion that a computer-administered language assessment is methodologically feasible and can provide a practical and valid means by which to assess early language abilities.

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