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
Ahdhianto, E., & Santi, N. N. (2020). The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students' Problem-Solving and Mathematical Communication Skills. European Journal of Educational Research, 9(2), 753-764.
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.
Cadenas-Sanchez, C., Migueles, J. H., Esteban-Cornejo, I., Mora-Gonzalez, J., Henriksson, P., Rodriguez-Ayllon, M., & Ortega, F. B. (2020). Fitness, physical activity and academic achievement in overweight/obese children. Journal of Sports Sciences, 38(7), 731-740.
Chang, T. L., & Hsin, H. T. (2021). The effect of the Self-explain–Discuss–Re-explain (SDR) learning strategy on high-and low-achieving fifth-grade students' achievement in science. Research in Science & Technological Education, 39(4), 461-488.
Chi, M. T., De Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439-477.
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.
Davis, K. (2012). Friendship 2.0: Adolescents' experiences of belonging and self-disclosure online. Journal of Adolescence, 35(6), 1527-1536.
de Bree, E., & Zee, M. (2021). The unique role of verbal memory, vocabulary, concentration and self-efficacy in children's listening comprehension in upper elementary grades. First Language, 41(2), 129-153.
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.
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.
Gardner-Neblett, N., Ramos, A., De Marco, A., & Addie, A. (2023). “Can I Tell You About This…?”: A Qualitative Approach to Understanding Teachers' Perspectives on Children's Oral Narrative Skills. Early Childhood Education Journal, 1-13.
Gardner-Neblett, N. (2022). What Predicts Oral Narrative Competence Among African American Children? Exploring the Role of Linguistic and Cognitive Skills. Journal of Speech, Language, and Hearing Research, 65(8), 2931-2947.
Gathercole, S. E., Hitch, G. J., & Martin, A. J. (1997). Phonological short-term memory and new word learning in children. Developmental Psychology, 33(6), 966-979.
Gathercole, S. E., Service, E., Hitch, G. J., Adams, A. M., & Martin, A. J. (1999). Phonological short‐term memory and vocabulary development: Further evidence on the nature of the relationship. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 13(1), 65-77.
Goldin‐Meadow, S. (2009). How gesture promotes learning throughout childhood. Child development perspectives, 3(2), 106-111.
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, L. M., Weighall, A. R., Brown, H., & Gareth Gaskell, M. (2012). Consolidation of vocabulary is associated with sleep in children. Developmental Science, 15(5), 674-687.
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. (1997). What's communication got to do with it? Gesture in children blind from birth. Developmental Psychology, 33(3), 453.
Knight, L. (2008). Communication and transformation through collaboration: Rethinking drawing activities in early childhood. Contemporary Issues in Early Childhood, 9(4), 306-316.
Marchman, V. A., & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. Developmental Science, 11(3), F9-F16.
McAlister, A., & Peterson, C. (2007). A longitudinal study of child siblings and theory of mind development. Cognitive Development, 22(2), 258-270.
McLeod, S., Verdon, S., & Theobald, M. (2015). Becoming bilingual: Children's insights about making friends in bilingual settings. International Journal of Early Childhood, 47, 385-402.
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Menting, B., Van Lier, P. A., & Koot, H. M. (2011). Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade. Journal of Child Psychology and Psychiatry, 52(1), 72-79.
Menyuk, P., & Brisk, M. E. (2005). Language Development in Middle Childhood: Ages 9–13. Language Development and Education: Children with Varying Language Experiences, 118-141.
Mills, M. T., & Washington, J. A. (2015). Managing two varieties: Code-switching in the educational context.
Montgomery, J. W., & Windsor, J. (2007). Examining the language performances of children with and without specific language impairment: Contributions of phonological short-term memory and speed of processing.
Moore, D. R., Ferguson, M. A., Edmondson-Jones, A. M., Ratib, S., & Riley, A. (2010). Nature of auditory processing disorder in children. Pediatrics, 126(2).
Morra, S., & Camba, R. (2009). Vocabulary learning in primary school children: Working memory and long-term memory components. Journal of experimental child psychology, 104(2), 156-178.
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Offer, S. (2013). Assessing the relationship between family mealtime communication and adolescent emotional well-being using the experience sampling method. Journal of Adolescence, 36(3), 577-585.
Raymond, K., & Gunter, M. (2018). Developing communication and metacognition through question generating. Mathematics Teaching in the Middle School, 23(5), 276-281.
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