| Administering An Informal Reading Inventory To Hearing Impaired Children |
|
|
| Basic Reading Inventory |
Jerry L. Johns |
The Basic Reading Inventory provides a complete assessment package-book an CD- Rom. Included are graded word lists and graded passages that can be used to help teachers place students in appropriate reading materials, assess comprehension and determine strategies for word identification and comprehension. |
| Boehm Test of Basic Concepts |
|
Preschool version ages 3-5 |
| Certification Test -Simulation |
|
Prepare for obtaining certification by practicing the procedures used within skill tests. Includes: voice to sign, sign to voice, and one to one interview. Also includes models. |
| CID Picture SPINE |
|
Speech Intelligibility Evaluation |
| CID Phonetic Inventory |
|
A speech rating form for hearing impaired children. |
| The Developmental Approach to Successful Listening II |
|
The DASL II was designed to focus on three very important and distinct areas of auditory skill development: sound awareness, phonetic listening and auditory comprehension. Each section of the curriculum contains a hierarchical list of auditory subskills to allow ordered auditory progress in each of the three section simultaneously. Ages 1 -80 |
| Diagnostic Screening Test: Math |
|
Grades 1-12 |
| Early Speech Perception Test |
|
For the profoundly hearing impaired children |
| Grammatical Analysis of Elicited Language |
|
Evaluates grammatical aspects of spoken and/or signed English in a standardized test setting. Each GAEL test consists of a set of toys, games, and activities designed to elicit , in a structured situation, specific target words, phrases, or sentences which constitute a sampling of syntactic structures. The Gael test series consists of 3 separate tests and provides an in depth analysis of a child's language from the first understanding and vocalizations up through the use of complex sentences. The 3 tests in GAEL test series are: Gael -P = Presentence Level, Age 3-6; Gael -S = Simple Sentence Level, Age 5-9; Gael -C = Complex Sentence Level, Age 8-12 |
| Language Attitudes and Awareness Test |
|
This test has been designed as a measure of language and metalinguistic awareness for students in contact with both ASL and English. This tool can be used in several different ways: as a general gauge of a student's language awareness; as a diagnostic tool to access the scope and depth of both sociolinguistic and linguistic awareness as well as a student's ability to articulate this understanding over time; and as a measure to help determine a particular program or training's effectiveness in developing students' language awareness |
| Qualitative Reading Inventory -3 |
Lauren Leslie & JoAnne Caldwell |
This easy to use collection of materials provides teachers with the tools they need to assess reading ability at emergent through high school levels. This book includes narrative and expository passages at each level, questions to assess prior knowledge, and word lists. Helps teachers evaluate student's knowledge of word identification, fluency, and comprehension while providing concrete suggestions fro intervention. |
| Scales of Early Communication Skills For Hearing - Impaired Children |
|
SECS is standardized on deaf children 2-8 years old. It is designed to evaluate development of receptive and expressive language skills using a rating form completed by the child's teacher. Ratings are based on observation of the child in structured lessons and in natural communicative settings. |
| Teacher Assessment of Grammatical Structures |
|
The TAGS , a criterion referenced set of rating forms, was designed for use by teachers as they observe children in classroom activities. grammatical structures are listed in their expected order of development, so the TAGS is useful fro establishing objectives and measuring progress in acquisition of English. One manual for all 3 levels: Tags - P (presentence), TAGS - S (simple sentence), TAGS -C (complex sentence) |
| Test Of Early Reading Ability - Deaf or Hard of Hearing |
|
Ages 3-9 |
| Test of Relation Concepts Norms for Deaf Children |
|
The norms reported here are intended to provide educators with standards against Nellie Edmonston & Nancy Litchfield Thane which to gauge the relational concepts comprehension of their deaf students and are likely to be of interest to individuals responsible for evaluating factors related to deaf children's development of language and literacy. |
| What Can Baby Hear? |
|
Auditory tests and interventions for infants with multiple disabilities |
