Language Assessment

Definition of Language

  • Special kind of code
  • Standard code consists of set of symbols
  • Can be connected to words and phrases
  • When we crack a code.
  • Understand the code
  • Need to understand the code that we are translating it into.

 Language Components & Skills

  • Form
    • Phonology
    • Morphology
    • Syntax
  • Content
    • Semantics
  • Use
    • Pragmatics

  Formal Language Assessment

  •  Standardized instruments used to compare a student’s performance with pre-established criteria.
    • Clinical Evaluation of Language Fundamentals
    • Linguistic profile test
    • Standardized instruments used to compare a student’s performance with pre-established criteria
  • Screening Tests
    • Provides general overview in particular area and can be norm referenced.
  • Diagnostic Tests
    • Measure one or more specific language components.


  • Study of sounds, rules that govern it.
  • Individual phonemes they do not convey meaning.
  • Phonemes alter meaning of words when combined (e.g., sat to bat).


  • Study of the rules
  • Grammar of the language and allows for more complex expression of thoughts


  • The larger meaning component of language.
  • More than single words, includes complex use of vocabulary, including structures such as word categories, word relationships, synonyms, antonyms, figurative language, ambiguities, and absurdities.


  • Knowledge and ability to use language in social or interactive situations.
  • Knowledge and use of rule governing the use of language in social context

 Articulation and Phonological Assessment

  • Levels of assessment
  • Presence of phonological processes
  • Compare with normative data
  • Stimulability of speech sounds
  • Identify potential treatment targets

 Levels of Attention

  • Attention control level:
  • Level 1: Can pay fleeting attention
  • Level 2: Will attend to own choice of activity, but will not tolerate intervention, particularly verbal..
  • Level 3: Will attend to adults choice of activity, but still difficult to control.
  • Level 4:Single channeled, but more easily controlled.
  • Level 5: Integrated attention for short spell. Level 6: Integrated attention is well controlled

 Imitation Skills

  • Gross body imitation
  • Fine motor imitation
  • Oro motor imitation
  • Fine oro motor imitation with speech sounds
  • Sounds to words

 Voice disorders / Fluency Disorders

  • Inappropriate loudness, pitch, quality and resonance
  • Stuttering
  • Cluttering



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