Ventris Learning

Recent Publications from Ventris Learning
https://www.ventrislearning.com/

Monster, P.I.

Monster, P.I.

Authors Amanda P. Goodwin, Ph.D. and Yaacov Petscher, Ph.D. 

Monster, P.I. is a new gamified, normed, computer-adaptive assessment of written language (morphology, vocabulary, and syntax) for fifth to eighth grade students. Developed in a four year research study, the test provides scores for 1) identification of units of meaning; 2) use of suffixes to gain syntactic information; 3) word-solving; and 4) reading and spelling morphologically complex words. Findings across grades showed that morphology and vocabulary are best fit by bifactor models that identify performance overall and on specific skills within the constructs, including: identification of units of meaning, use of suffixes, word solving, and reading/spelling morphologically complex words for morphology and definition, synonym/antonym, analogy, and polysemy for vocabulary. Performance on Monster, PI explained more than 50% of variance in standardized reading, suggesting operationalizing written language can provide meaningful understandings of the relationship between written language and reading comprehension. 

To learn more, visit www.ventrislearning.com/MonsterPI

Assessment of Literacy & Language (ALL™)

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:

  1. The Initial Indicator subtests identify children who are at-risk for language impairment or who may be at-risk for reading problems in the future.
  2. The Diagnostic Subtests assess the child’s present language and emergent literacy skills.
  3. Criterion-Referenced subtests give further information by evaluating additional clinical behaviors associated with language and reading impairment

To learn more, visit www.ventrislearning.com/ALL.

The Diagnostic Evaluation of Language Variation - DELV™–Screening Test (ST) and DELV™–Norm Referenced (NR) Test

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

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