Measures and References: References: Language Skills

Return to References: Language Skills factor page.

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.

The Phonological Awareness Test 2 (PAT 2): (Robertson & Salter, 2007)**: Measures all aspects of Phonological Awareness, including rhyming and the ability to detect and manipulate phonemes

Test of Preschool Early Literacy Skills (TOPEL): (Lonigan, Wagner, Torgesen, & Rashotte, 2007)**: Measures emergent literacy, including print knowledge, vocabulary, and phonological awareness.

References

Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20-29.

Chan, S. (2015). Linguistic challenges in the mathematical register for EFL learners: Linguistic and multimodal strategies to help learners tackle mathematics word problems. International Journal of Bilingual Education and Bilingualism, 18(3), 306-318.

Daza, M. T., Phillips-Silver, J., del Mar Ruiz-Cuadra, M., & López-López, F. (2014). Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children. Research in Developmental Disabilities, 35(12), 3526-3533.

De Smedt, B., & Boets, B. (2010). Phonological processing and arithmetic fact retrieval: Evidence from developmental dyslexia. Neuropsychologia, 48(14), 3973–3981.

Donlan, C., Cowan, R., Newton, E. J., & Lloyd, D. (2007). The Role of Language in Mathematical Development: Evidence from children with Specific Language Impairments. Cognition, 103(1), 23–33.

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.

Freel, B. L., Clark, M. D., Anderson, M. L., Gilbert, G. L., Musyoka, M. M., & Hauser, P. C. (2011). Deaf individuals' bilingual abilities: American Sign Language proficiency, reading skills, and family characteristics. Psychology, 2(01), 18.

Fuchs, L. S., & Fuchs, D. (2002). Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities. Journal of Learning Disabilities, 35(6), 564–574.

Hartas, D. (2012). Children's social behaviour, language and literacy in early years. Oxford Review of Education, 38(3), 357-376.

Hecht, S. A., Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2001). The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology, 79, 192–227.

Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103(4), 516–531.

Lonigan, C.J., Wagner, R.K., & Torgesen, J.K. (2007). Test of Preschool Early Language. Austin, TX: PRO-ED.

Moll, K., Snowling, M. J., Gobel, S.M., & Hulme, C. (2015). Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. Learning and Instruction, 38, 53–62.

Morgan, P., Farkas, G., Tufis, P. & Sperling, R. (2008) Are reading and behavioral problems risk factors for each other? Journal of Learning Disabilities, 41(5), 417–436.

Norbury, C. F., Bishop, D. V. M., & Briscoe, J. (2001). Production of English finite verb morphology: A comparison of SLI and mild–moderate hearing impairment. Journal of Speech, Language, and Hearing Research, 44, 165-179.

Praet, M., Titeca, D., Ceulemans, A., & Desoete, A. (2013). Language in the prediction of arithmetics in kindergarten and grade 1. Learning and Individual Differences, 27, 90–96.

Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110(4), 647–658.

Purpura, D. J., & Reid, E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36, 259–268.

Robertson, C, & Salter, W. (2007). The Phonological Awareness Test, Second edition (PAT-2). East Moline, IL: LinguiSystems.

Schrank, F. A., & McGrew, K. S. (2001). Woodcock-Johnson® III. Itasca, IL: Riverside.

Sharkey, P. (2010). The acute effect of local homicides on children's cognitive performance. Proceedings of the National Academy of Sciences, 107(26), 11733-11738.

Simmons, F. R., & Singleton, C. (2008). Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia. Dyslexia, 14, 77–94.

Swanson, H. L., Howard, C. B., & Saez, L. (2006). Do different components of working memory underlie different subgroups of reading disabilities? Journal of Learning Disabilities, 39(3), 252-269.

Swanson, H. L. (2011). Working memory, attention, and mathematical problem solving: A longitudinal study of elementary school children. Journal of Educational Psychology, 103(4), 821..

Vukovic, R. K., & Lesaux, N. K. (2013). The language of mathematics : Investigating the ways language counts for children's mathematical development. Journal of Experimental Child Psychology, 115(2), 227–244.

Wiig, E. H., Secord, W., & Semel, E. M. (2004). CELF Preschool 2: Clinical Evaluation of Language Fundamentals Preschool. Pearson/PsychCorp.

Willcutt, E. G., Petrill, S. A., Wu, S., Boada, R., DeFries, J. C., Olson, R. K., & Pennington, B. F. (2013). Comorbidity between reading disability and math disability: Concurrent psychopathology, functional impairment, and neuropsychological functioning. Journal of Learning Disabilities, 46(6), 500-516.