دانلود کتاب Language Assessments for Preschool Children

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Cover
Title page
Copyright page
Language Assessments for Preschool Children: Validity and Reliability of Two New Instruments Administered by Childcare Educators
Contents
1 Introduction
1.1 The Danish National Early Language Assessment Project
1.2 The Purpose of Language and Language Assessment
1.3 Typical and Atypical Development in the Preschool Years
1.4 Language Assessment in an Educational Context
1.5 Educator-Administered Language Assessment
1.6 Assessment of Children Learning Two or More Languages
2 Educational Language Assessment in the Context of a National Screening Program
3 A Language Assessment Instrument for 3–6-Year-Olds
3.1 Background
3.2 Selection of Subscales
3.3 Content
3.4 Administration
3.4.1 Assessment Form
3.4.2 Assessment of the Child on Each Subscale
3.5 Results of the Assessment
3.5.1 The Results Report
3.5.2 Interpretation of Results
3.5.3 Interpretation of Results for Bilingual and Multilingual Children
3.5.4 Supplementary Questions for Parents of Bilingual and Multilingual Children
3.6 Norming Study
3.6.1 Sample
3.6.2 Descriptive Statistics for All Subscales
3.6.3 Relation of Subscale Scores to Gender and Family Socioeconomic Status
3.7 Psychometric Qualities of the Instrument
3.7.1 Internal Consistency
3.7.2 Construct Validity
3.7.3 External Validity
3.7.4 Procedure for Establishing Percentile Scores
4 A Language Assessment Instrument for 2-Year-Olds
4.1 Background
4.2 Evidence behind the Subscales
4.3 Content
4.4 Development of the Four Subscales
4.4.1 Development of the Receptive Vocabulary Test
4.4.2 Productive Vocabulary and Language Use Subscales
4.4.3 Development of the Communication Subscale
4.5 Administration
4.5.1 Assessment Form
4.5.2 Assessment of the Child on Each Subscale
4.6 Results of the Assessment
4.6.1 The Results Report
4.6.2 Interpretation of Results
4.6.3 Interpretation of Results for Bilingual and Multilingual Children
4.7 Norming Study
4.7.1 Sample
4.8 Descriptive Statistics
4.8.1 Descriptive Statistics for All Subscales
4.8.2 Relation of Subscale Scores to Gender and Family SocioeconomicStatus
4.9 Psychometric Qualities of the Instrument
4.9.1 Internal Consistency
4.9.2 Internal Validity
4.9.3 External Validity
4.9.4 Test-Retest Reliability
4.9.5 Procedure for Establishing Percentile Scores
5 International Lessons to Be Learned from the Danish Assessment Program and Instrument Development
Appendix: List of Studies Included in Meta-Analysis of Early Predictors of Later Outcomes
References
Acknowledgments