Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention? | Zendy

Maria Lennox | Zendy; Marleen F. Westerveld | Zendy; David Trembath | Zendy

Open Access

Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention?

Author(s) -

Maria Lennox,

Marleen F. Westerveld,

David Trembath

Publication year - 2017

Publication title -

folia phoniatrica et logopaedica

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.327

H-Index - 47

eISSN - 1421-9972

pISSN - 1021-7762

DOI - 10.1159/000485974

Subject(s) - sentence , grammar , task (project management) , utterance , narrative , socioeconomic status , language proficiency , psychology , test (biology) , intervention (counseling) , jigsaw , class (philosophy) , linguistics , computer science , mathematics education , medicine , natural language processing , artificial intelligence , paleontology , population , philosophy , management , environmental health , psychiatry , economics , biology

To compare students' oral language proficiency on sentence- versus text-level tasks at school entry and following tier 1 intervention in their first year of formal schooling.

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