Return to References: Communication factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Expressive One-Word Picture Vocabulary Test-Fourth Edition: (Martin & Brownell, 2011): The measure assesses expressive vocabulary for all age groups.
Test of Self-perceived Oral Competence: (TSOC: Gracia et al., 2021): A self-assessment for adolescents to help evaluate their oral Communication skills
Anil, M. A., & Bhat, J. S. (2020). Transitional changes in cognitive-communicative abilities in adolescents: A literature review. Journal of Natural Science, Biology, and Medicine, 11(2), 85.
Arvidsson, C., Pagmar, D., & Uddén, J. (2022). When did you stop speaking to yourself? Age-related differences in adolescents' world knowledge-based audience design. Royal Society Open Science, 9(11), 220305.
Berninger, V., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of Learning Disabilities, 50(4), 434-449.
Camacho, A., Alves, R. A., & Boscolo, P. (2021). Writing motivation in school: A systematic review of empirical research in the early twenty-first century. Educational Psychology Review, 33(1), 213-247.
Chi, M. T., De Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439-477.
Chiu, M. M., & Kuo, S. W. (2010). From metacognition to social metacognition: Similarities, differences, and learning. Journal of Education Research, 3(4), 321-338.
Clark, S., Harbaugh, A. G., & Seider, S. (2021). Teaching questioning fosters adolescent curiosity: Analyzing impact through multiple-group structural equation modeling. Applied Developmental Science, 25(3), 240-259.
Conti‐Ramsden, G., & Durkin, K. (2007). Phonological short‐term memory, language and literacy: developmental relationships in early adolescence in young people with SLI. Journal of Child Psychology and Psychiatry, 48(2), 147-156.
Dargue, N., Sweller, N., & Jones, M. P. (2019). When Our Hands Help Us Understand: A Meta-Analysis Into the Effects of Gesture on Comprehension.
Davis, K. (2012). Friendship 2.0: Adolescents' experiences of belonging and self-disclosure online. Journal of Adolescence, 35(6), 1527-1536.
De Lillo, M., & Ferguson, H. J. (2023). Perspective-taking and social inferences in adolescents, young adults, and older adults. Journal of Experimental Psychology: General.
De Looze, M. E., Cosma, A. P., Vollebergh, W. A., Duinhof, E. L., De Roos, S. A., van Dorsselaer, S. A. F. M., ... & Stevens, G. W. J. M. (2020). Trends over time in adolescent emotional wellbeing in the Netherlands, 2005-2017: links with perceived schoolwork pressure, parent-adolescent communication and bullying victimization. Journal of Youth and Adolescence, 49(10), 2124-2135.
Del Zoppo, C., Sanchez, L., & Lind, C. (2015). A long-term follow-up of children and adolescents referred for assessment of auditory processing disorder. International Journal of Audiology, 54(6), 368-375.
Dong, Y. R. (2004). Preparing secondary subject area: Teachers to teach linguistically and culturally diverse students. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 77(5), 202-208.
Erozkan, A. (2013). The effect of communication skills and interpersonal problem solving skills on social self-efficacy. Educational Sciences: Theory and Practice, 13(2), 739-745.
Feldman, J. I., Kuang, W., Conrad, J. G., Tu, A., Santapuram, P., Simon, D. M., ... & Woynaroski, T. G. (2019). Brief report: Differences in multisensory integration covary with sensory responsiveness in children with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 49, 397-403.
Frith, C. D. (2012). The role of metacognition in human social interactions. Philosophical Transactions of the Royal Society B: Biological Sciences, 367(1599), 2213-2223.
Gràcia, M., Alvarado, J. M., & Nieva, S. (2021). Assessment of oral skills in adolescents. Children, 8(12), 1136.
Grantham‐McGregor, S. M., Fernald, L. C., Kagawa, R. M., & Walker, S. (2014). Effects of integrated child development and nutrition interventions on child development and nutritional status. Annals of the New York Academy of Sciences, 1308(1), 11-32.
Griffiths, S., Suksasilp, C., Lucas, L., Sebastian, C. L., Norbury, C., & SCALES team. (2021). Relationship between early language competence and cognitive emotion regulation in adolescence. Royal Society open science, 8(10), 210742.
Harris, M. S., Kronenberger, W. G., Gao, S., Hoen, H. M., Miyamoto, R. T., & Pisoni, D. B. (2013). Verbal short-term memory development and spoken language outcomes in deaf children with cochlear implants. Ear and hearing, 34(2), 179.
Henderson, V., Grinter, R. E., & Starner, T. (2005). Electronic communication by deaf teenagers (Informally published manuscript). Georgia Institute of Technology, Atlanta, GA.
Henry, F. M., Reed, V. A., & McAllister, L. L. (1995). Adolescents' perceptions of the relative importance of selected communication skills in their positive peer relationships. Language, Speech, and Hearing Services in Schools, 26(3), 263-272.
Hirsch, E. (2006). Building knowledge. American Educator, 30(1), 8-51.
Hwa-Froelich, D. A., & Vigil, D. C. (2004). Three aspects of cultural influence on communication: A literature review. Communication Disorders Quarterly, 25(3), 107-118.
Iverson, J. M., & Goldin‐Meadow, S. (2001). The resilience of gesture in talk: Gesture in blind speakers and listeners. Developmental Science, 4(4), 416-422.
Kail, R. V., & Miller, C. A. (2006). Developmental change in processing speed: Domain specificity and stability during childhood and adolescence. Journal of Cognition and Development, 7(1), 119-137.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027. National Center for Education Evaluation and Regional Assistance.
Kennedy, R. (2007). In-class debates: Fertile ground for active learning and the cultivation of critical thinking and oral communication skills. International Journal of Teaching & Learning in Higher Education, 19(2)
Kluwin, T. N., Stinson, M. S., & Colarossi, G. M. (2002). Social processes and outcomes of in-school contact between deaf and hearing peers. Journal of Deaf Studies and Deaf Education, 7(3), 200-213.
Kopasz, M., Loessl, B., Hornyak, M., Riemann, D., Nissen, C., Piosczyk, H., & Voderholzer, U. (2010). Sleep and memory in healthy children and adolescents–a critical review. Sleep Medicine Reviews, 14(3), 167-177.
Koutamanis, M., Vossen, H. G., Peter, J., & Valkenburg, P. M. (2013). Practice makes perfect: The longitudinal effect of adolescents' instant messaging on their ability to initiate offline friendships. Computers in Human Behavior, 29(6), 2265-2272.
Laursen, B., & Collins, W. A. (1994). Interpersonal conflict during adolescence. Psychological Bulletin, 115(2), 197.
Lee, C. D., & Spratley, A. (2010). Reading in the Disciplines: The Challenges of Adolescent Literacy. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy. Carnegie Corporation of New York.
Mills, M. T., & Washington, J. A. (2015) 'Managing Two Varieties: Code-Switching in the Educational Context', in Jennifer Bloomquist, Lisa J. Green, and Sonja L. Lanehart (eds), The Oxford Handbook of African American Language.
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Shah, D. V., McLeod, J. M., & Lee, N. J. (2009). Communication competence as a foundation for civic competence: Processes of socialization into citizenship. Political Communication, 26(1), 102-117.
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