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This assessment is a comprised of a battery of tests to provide information on language skills for individuals aged 5 to 21 years. Speech-language pathologists use this test to determine if a language disability is present and an individual’s eligibility for specialized services. The results of this assessment can also provide useful information for developing classroom interventions or accommodations as well as any deficits in expressive writing and reading comprehension. An overall measure of language abilities, referred to as the Core Language Score, can be produced. The composite standard scores have a mean of 100 and standard deviation of 15 while the scaled scores have a mean of 10 and standard deviation of 3. Additional composite scores provide information on receptive language, expressive language, verbal knowledge, and language memory.
-Elisabeth H. Wiig, Eleanor Semel, Wayne A. Secord
The COWAT is one of a number of subtests included in the Multilingual Aphasia Examination, Third Edition (MAE-III). The MAE-III is utilized in the evaluation of aphasic disorder and is normed for use with individuals ranging in age from 16 to 69 years. The COWAT is a test of oral fluency (a measure of how well and how easily you can communicate your ideas clearly and accurately in speech) whereby the examinee is instructed to make verbal associations to different letters by saying all the words they can think of which begin with that letter. The test structure includes two forms (A and B) each with three letters of increasing difficulty based on the number of words which begin with each letter according to English language dictionaries. A practice letter is given prior to the first letter to confirm the subject’s understanding of the test instructions. A raw score is totaled based on the sum of all correct response words from the three letters. The examinee’s age, sex, and level of education can also affect performance so adjustments in the total raw score are made accordingly.
-Arthur L. Benton, Kerry deS. Hamsher, and Abigail B. Sivan
The EOWPVT-4 is an assessment of verbal expression and the ability to name and generate words for individuals who range in age from 2 to 80+ years. The EOWPVT-4 is frequently used across multiple disciplines to evaluate expressive vocabulary and usually takes 20 minutes to administer. The test is a counterpart to the Receptive One-Word Picture Vocabulary Test – Fourth Edition (ROWPVT-4) which examines understanding the meaning of words and scores can be compared to each other. There are 190 items which are colored pictures and illustrations in which the examinee is asked to name with one-word what is seen. The items are presented in a sequence that is developmentally appropriate. As a vocabulary test, the EOWPVT-4 plays a role in child and adult cognition, language ability, and academic achievement and has been developed with regard to each of these areas.
-Rick Brownwell
This verbal assessment tool provides a measure of an individual’s expressive vocabulary which is the the number and complexity of words an individual can retrieve and produce through writing and speaking. It can be administered to individuals aged 2 years and 6 months to 90 years of age. Normative age and grade equivalents are provided as well.
-Kathleen T. Williams
This assessment tool provides information on the consonant sound articulation ability of individuals aged 2 to 21. Speech-language pathologists use this tool to determine if the individual has any difficulties with articulation and can compare their performance to same-aged norms.
-Ronald Goldman, Macalyne Fristoe
The PPVT-4 is a measure used in the assessment of receptive vocabulary for individuals who are 2 years, 6 months through 90 years. The test examines the ability to understand spoken language and is used in a variety of applications including the identification of reading and language impairments requiring only 10 to 15 minutes for administration. There are two forms available for use each with 228 items. The examinee is instructed to choose one picture from four colored pictures on each page that goes best with the meaning of a spoken stimulus word by the examiner. All the items are grouped into 19 sets of 12 items each and organized by gradual increase in difficulty. The concept of vocabulary although strongly related to other areas such as cognition and reading comprehension is a unique and distinct form of achievement. Speech-language pathologists use the results of this assessment to determine if there are any deficits in a child’s receptive language and can link the results directly to individual, group, or classroom interventions.
-Lloyd M. Dunn, PhD, Douglas M. Dunn, PhD