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999			_c19546 _d19546
001			22230481
003			OSt
005			20240724164648.0
008			210913s2022 nyua b 001 0 eng
010			_a 2021034887
020			_a9780190885052 _q(hardback)
040			_aDLC _beng _erda _cDLC _dDLC
042			_apcc
082	0	0	_a618.928 550 75 HAU _223
245	0	4	_aThe handbook of language assessment across modalities / _cedited by Tobias Haug, Wolfgang Mann, and Ute Knoch.
264		1	_aNew York, NY : _bOxford University Press, _c[2022]
300			_axiv, 458 pages : _billustrations ; _c25 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	0		_aPerspectives on deafness
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction / Tobias Haug, Wolfgang Mann, & Ute Knoch -- Development of first language assessments. Issues related to the development of spoken language tests for L1 children / Penny Roy & Shula Chiat -- Issues in the development of signed language tests for deaf children / Ros Herman & Kate Rowley -- Discussion: Developing tests of spoken and signed language development / Shula Chiat, Ros Herman, Kate Rowley & Penny Roy -- Score use and interpretation of first language assessments. Score use and interpretation of standardized assessments of hearing L1 / Bernard Camillieri -- How to use and interpret scores on signed language tests for primary language users / Charlotte Enns & Patrick Boudreault -- Discussion of issues related to score use and interpretation of spoken and signed language assessments / Patrick Boudreault, Bernard Camilleri, & Charlotte Enns -- Dynamic assessment of language learning. Dynamic assessment of learners of a spoken language / Natalie Hasson -- Using dynamic assessment to assess the language and communication skills of signing deaf children / Wolfgang Mann, Joanna Hoskin, & Hilary Dumbrill -- Discussion on issues related to the use of dynamic assessment / Wolfgang Mann, Joanna Hoskin, Natalie Hasson, & Hilary Dumbrill -- Assessing atypical language development in children : the case of autism spectrum disorder (ASD). Assessing spoken language development in children with autism spectrum disorder (ASD) / Amy Frisbie -- Assessing signed language development in deaf/signing children with autism spectrum disorder (ASD) / Aaron Shield, Deborah Mood, Nicole Salamy, & Jonathan Henner -- Discussion on assessing atypical language development in children : the case of autism spectrum disorder (ASD) / Amy Kissel Frisbie, Aaron Shield, Deborah Mood, Nicole Salamy, & Jonathan Henner -- Assessing atypical language development in children : the case of developmental language disorder. Developmental language disorder and the assessment of spoken language / Carol-Anne Murphy, Pauline Frizelle, & Cristina McKean -- Developmental language disorder and the assessment of signed language / David Quinto-Pozos -- Discussion on assessing children with developmental language disorder (DLD) / Carol-Anne Murphy, Pauline Frizelle, Cristina McKean, & David Quintos-Pozos -- Assessing bi- and multilingual learners. Assessing the oral language skills of bilinguals with and without developmental language disorders / Lisa M. Bedore, Elizabeth D. Peña, Kathleen Durant, & Stephanie McMillen -- Assessing bilingual deaf and hard-of-hearing children / Kathryn Crowe --Assessment of bi/multilingual children / Lisa M. Bedore, Kathryn Crowe, Elizabeth D. Peña, Kathleen Durant, & Stephanie McMillen -- Construct issues in second language assessments. Construct in assessments of spoken language / Susy Macqueen -- Construct issues in second signed language assessment / Tobias Haug -- Issues in spoken and signed language assessment constructs / Susy Macqueen & Tobias Haug -- Validation of second language assessments. Validation of second language spoken assessments / Carol Chapelle and Hye-won Lee -- Validation of signed language tests for adult L2 learners / Peter Hauser, Krister Schönström & Christian Rathmann -- Discussion of validation issues in second language assessment / Carol A. Chapelle, Peter C. Hauser, Hye-won Lee, Christian Rathmann, & Krister Schönström -- Scoring issues in second spoken and signed language assessment. Scoring spoken second language assessment / Ute Knoch -- Scoring second signed language assessment / Tobias Haug, Eveline Boers-Visker, Wolfgang Mann, Geoffrey Poor, and Beppie Van den Bogaerde -- Discussion on scoring issues in second language assessment / Tobias Haug, Ute Knoch & Wolfgang Mann -- Discourse analysis and language assessment. Discourse analysis in second language speaking assessment / Kellie Frost -- Interviewer accommodation in sign language proficiency interviews / Rachel McKee, Sara Pivac Alexander, & Wenda Walton -- Discourse analysis in signed and spoken language assessment / Rachel McKee and Kellie Frost -- Language assessment literacy in second language assessment contexts. Language assessment literacy in second spoken language assessment / Luke Harding, Benjamin Kremmel, & Kathrin Eberharter -- Language assessment literacy in second signed language assessment / Eveline Boers-Visker & Annemiek Hammer -- Discussion on language assessment literacy / Eveline Boers-Visker, Kathrin Eberharter, Annemiek Hammer, Luke Harding & Benjamin Kremmel -- Use of new technologies in second language assessment. New technologies in second language spoken assessment / Phuong Nguyen & Volker Hegelheimer -- Use of new technologies in L2 signed language assessment / Sarah Ebling, Necati Cihan Camgöz & Richard Bowden -- Discussion on new technologies in spoken and signed language testing / Sarah Ebling, Phuong Nguyen, Volker Hegelheimer, Cihan Camgöz, & Richard Bowden -- Epilogue: Finding common ground in language assessment of signed and spoken language : so far and yet so close / Wolfgang Mann, Tobias Haug, & Ute Knoch.
520			_a"The identification of language problems and subsequent evaluation of interventions depend in part on the availability of useful and psychometrically robust assessments to determine the nature and severity of their problems and monitor progress. The purpose of these assessments may be to measure a child's language proficiency, that is, how they perform relative to other children and whether they have the language level expected and needed for schooling, or they may have a specifically clinical purpose, to identify the occurrence and nature of a disorder. The purpose of assessment is key to the aspects of language targeted in an assessment and the methods used to target these. In the case of spoken English, there are many language assessments ranging from broad language tests to more narrowly focused measures, reflecting the complexity of the language system and its use"-- _cProvided by publisher.
650		0	_aChildren _xLanguage _xEvaluation.
650		0	_aChildren with disabilities _xLanguage _xEvaluation.
650		0	_aLanguage disorders in children.
655		7	_aEssays. _2lcgft
700	1		_aHaug, Tobias, _d1971- _eeditor.
700	1		_aMann, Wolfgang, _d1970- _eeditor.
700	1		_aKnoch, Ute, _eeditor.
776	0	8	_iOnline version: _tHandbook of language assessment across modalities _dNew York, NY : Oxford University Press, [2021] _z9780190885076 _w(DLC) 2021034888
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cSTS