Measures and References: Syntax

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Measures

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.

Clinical Evaluation of Language Fundamentals (CELF)Clinical Evaluation of Language Fundamentals (CELF) (Semel, Wiig, & Secord, 2013): Measures language skills, including Syntax, in children aged six to 21

Language Sample (Miller & Iglesias, 2012): Examines syntactic structures students produce relative to peers. Specific structures are expected to appear at certain points in development (see [Brown's Stages of Language Development][3]).

References

Bishop, D.V.M. (2003). Test for reception of Grammar-2. London, UK: Pearson.

Boons, T., De Raeve, L., Langereis, M., Peeraer, L., Wouters, J., & Van Wieringen, A. (2013). Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation. Research in Developmental Disabilities, 34(6), 2008-2022.

Cain, K. (2007). Syntactic awareness and reading ability: Is there any evidence for a special relationship? Applied Psycholinguistics, 28(4), 679-694.

Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap. American Educator, 27(1), 4-9.

Holsgrove, J. V., & Garton, A. F. (2006). Phonological and syntactic processing and the role of working memory in reading comprehension among secondary school students. Australian Journal of Psychology, 58(2), 111-118.

Kit-Sum To, C., Stokes, S. F., Cheung, H.-T., & T'sou, B. (2010). Narrative assessment for Cantonese-speaking children. Journal of Speech, Language and Hearing Research, 53(3), 648-669.

Lonigan, C. J., & Shanahan, T. (2009). Developing early literacy: Report of the National Early Literacy Panel. Executive summary. A scientific synthesis of early literacy development and implications for intervention. Jessup, MD: National Institute for Literacy at Ed Pubs.

Manhardt, J., & Rescorla, L. (2002). Oral narrative skills of late talkers at ages 8 and 9. Applied Psycholinguistics, 23, 1-21.

Nation, K., Cocksey, J., Taylor, J. S., & Bishop, D. V. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, 51(9), 1031-1039.

Norbury, C. F., & Bishop, D. V. M. (2003). Narrative skills of children with communication impairments. International Journal of Language and Communication Disorders, 38(3), 287-313.

Paul, R., Hernandez, R., Taylor, L., & Johnson, K. (1996). Narrative development in late talkers: Early school age. Journal of Speech, Language and Hearing Research, 39, 1295-1303.

Senechal, M., Pagan, S., Lever, R., & Ouellette, G. P. (2008). Relations among the frequency of shared reading and 4-year-old children's vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development, 19(1), 27-44.

Vandewalle, E., Boets, B., Boons, T., Ghesquiere, P., & Zink, I. (2012). Oral language and narrative skills in children with specific language impairment with and without literacy delay: A three-year longitudinal study. Research in Developmental Disabilities, 33(6), 1857-1870.

Wiig, E. H., Semel, E., & Secord, W. A. (2013). Clinical evaluation of language fundamentals-Fifth edition (CELF-5). Bloomington, MN: NCS Pearson.

Wolter, J. A., Wood, A., & D'zatko, K. W. (2009). The influence of morphological awareness on the literacy development of first-grade children. Language, Speech, and Hearing Services in Schools, 40, 286-298.