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 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

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 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 de Oliveira ◽  
Karina Carlesso Pagliarin
Keyword(s):  
Content Validity ◽  
Assessment Instrument ◽  
Rater Agreement ◽  
Language Abilities ◽  
Pilot Studies ◽  
Brief Assessment ◽  
Effective Interventions ◽  
Stage 4 ◽  
Language Assessment Battery ◽  
Stage 1

Abstract Background Evaluating patients in the acute phase of brain damage allows for the early detection of cognitive and linguistic impairments and the implementation of more effective interventions. However, few cross-cultural instruments are available for the bedside assessment of language abilities. The aim of this study was to develop a brief assessment instrument and evaluate its content validity. Methods Stimuli for the new assessment instrument were selected from the M1-Alpha and MTL-BR batteries (Stage 1). Sixty-five images were redesigned and analyzed by non-expert judges (Stage 2). This was followed by the analysis of expert judges (Stage 3), where nine speech pathologists with doctoral training and experience in aphasiology and/or linguistics evaluated the images, words, nonwords, and phrases for inclusion in the instrument. Two pilot studies (Stage 4) were then conducted in order to identify any remaining errors in the instrument and scoring instructions. Results Sixty of the 65 figures examined by the judges achieved inter-rater agreement rates of at least 80%. Modifications were suggested to 22 images, which were therefore reanalyzed by the judges, who reached high levels of inter-rater agreement (AC1 = 0.98 [CI = 0.96–1]). New types of stimuli such as nonwords and irregular words were also inserted in the Brief Battery and favorably evaluated by the expert judges. Optional tasks were also developed for specific diagnostic situations. After the correction of errors detected in Stage 4, the final version of the instrument was obtained. Conclusion This study confirmed the content validity of the Brief MTL-BR Battery. The method used in this investigation was effective and can be used in future studies to develop brief instruments based on preexisting assessment batteries.

scholarly journals A Review of the Reading Section of the TOEIC

2004 ◽  
Vol 22 (1) ◽  
pp. 16
Author(s):  
Carolina Daza ◽  
Manami Suzuki
Keyword(s):  
International Trade ◽  
Construct Validity ◽  
Critical Review ◽  
Content Validity ◽  
Proficiency Test ◽  
Language Assessment ◽  
International Communication ◽  
Testing Service ◽  
Language Tests ◽  
Educational Testing Service

In 1979, the Educational Testing Service (ETS) developed the TOEIC (Test of English for International Communication), an English proficiency test for people working in international environments, based on a request from the Japanese Ministry of International Trade and Industry. The Chauncey Group International, a subsidiary of ETS, currently develops and publishes the test. Over two million people per year take the TOEIC (www.toeic.com). According to the TOEIC Report on Test-Takers Worldwide, 1997-98, 63% of the TOEIC results were used in Japan, 29% in Korea, and 8% in other countries. Most reviews of the TOEIC have been descriptions of the test (Gilfert, 1996; Perkins, 1987). The TOEIC comprises the listening and reading section. Buck (2001) reviews only the listening section. For the reading section of the TOEIC we could find only one critical review (Richards, 1992) published over the two decades since the test was developed. Therefore, our purpose in this article is to review critically the reading section based on recent studies of language assessment, particularly for construct validity and content validity, which are considered by language testing researchers (Backman, 1990; Cumming, 1996) as fundamental for validation of language tests.

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