Recent Publications from Ventris Learning
Assessment of Literacy & Language (ALL™)
Authors Linda J. Lombardino, Ph.D.; R. Jane Lieberman, Ph.D.; and Jaumeiko J. Coleman, Ph.D.
The ALL is used by SLPs, school psychologists and reading specialists to evaluate both the emergent literacy skills and language development of prekindergarten, kindergarten, and first-grade children. Now you can screen and diagnose young children who have language disorders and/or who are at risk for later reading impairment (including dyslexia) due to specific risk factors including environment, heredity, and difficulties of phonological processing. Eleven norm-referenced and six criterion-referenced subtests assess language and emergent literacy skills in six target areas: language, phonological awareness, alphabetic knowledge, print awareness, fluency, and listening comprehension. The ALL incorporates three levels of assessment:
To learn more, visit www.ventrislearning.com/ALL.
The Diagnostic Evaluation of Language Variation - DELV™–Screening Test (ST) and DELV™–Norm Referenced (NR) Test
Authors Harry N. Seymour, Ph.D.; Thomas W. Roeper, Ph.D.; and Jill de Villiers, Ph.D. with contributions by Peter A. de Villiers, Ph.D. and Barbara Zurer Pearson, Ph.D
Designed to identify speech and language disorders/delays in English-speaking children ages 4.0 to 9.11, the DELV’s extensive norming [procedures] make it appropriate for both mainstream and non-mainstream English speakers (e.g. those who speak African American English). The DELV incorporates key insights of modern cognitive science uncovered through acquisition research into the surprising complexity of “simple” words and sentences found in everyday language. They reveal dimensions of language disorders rarely taken into account, and for purposes of unbiased testing, are not sensitive to linguistic and cultural variation:
· Syntax items designed to measure a child’s understanding of complex wh-questions, passives, and the use of articles (“the” and “a”) in different contexts.
· Pragmatics items that probe for what someone should say in a particular situation (communicative role taking); the ability to link characters and events, and include references to mental states in simple stories (narrative); and the ability to ask the right question to obtain specific information (question asking).
· Semantics items that go beyond vocabulary to measure a child’s understanding of the relationship between words of the same meaning type (verb relationships; prepositions); the meaning of “every” in sentence contexts (quantifiers); and the ability to extract novel verb meanings from sentence contexts (fast mapping).
· Phonology items designed to assess a child’s production of consonant clusters in the initial and medial positions of words in the context of a sentence.
These unique features of the DELV allow for a profile of a child’s strengths and weaknesses, not just a diagnostic categorization. The DELV thus provides a non-discriminatory understanding of central aspects of language vital for success in early schooling and the transition to literacy.
To learn more, visit www.ventrislearning.com/DELV