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 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: 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 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.

Scoring Second Signed Language Assessment

2021 ◽  
pp. 315-328
Author(s):  
Tobias Haug ◽  
Eveline Boers-Visker ◽  
Wolfgang Mann ◽  
Geoffrey Poor ◽  
Beppie Van den Bogaerde
Keyword(s):  
Language Production ◽  
Interrater Reliability ◽  
Language Assessment ◽  
Rating System ◽  
Assessment Instruments ◽  
Validity And Reliability ◽  
Rater Reliability ◽  
Signed Language ◽  
Assessment Research

There exists a scarcity in signed language assessment research, especially on scoring issues and interrater reliability. This chapter describes two related assessment instruments, the SLPI and the NFA, which offer scoring criteria. Raters are provided with scales for evaluating the different components of the language production of the candidate. Through its use, the rating system has been proved successful; there is, however, hardly any data on interrater reliability. In this chapter, the authors describe reliability issues with attention to raters’ training and score resolution techniques and discuss how to identify and increase rater reliability. The dearth of knowledge on signed language assessment, and in particular its validity and reliability, indicates an urgent need for more research in this area.

scholarly journals Validity and reliability of the Movement Assessment Battery for Children-2 Checklist for children with and without motor impairments

2012 ◽  
Vol 54 (4) ◽  
pp. 368-375 ◽  
Author(s):  
MARINA M SCHOEMAKER ◽  
ANUSCHKA S NIEMEIJER ◽  
BOUDIEN C T FLAPPER ◽  
BOUWIEN C M SMITS-ENGELSMAN
Keyword(s):  
Validity And Reliability ◽  
Motor Impairments ◽  
Assessment Battery ◽  
Movement Assessment
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