Linguistic Demands of Preschool Cognitive Assessments
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Bieno, Glenna
Eparvier, Megan
Kulinski, Anne
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Abstract
The linguistic demands of assessments can pose significant challenges to a practitioner's ability to validly estimate a child's cognitive
functioning. If the spoken directions of an assessment demand receptive language abilities that are greater than typical expectations
for the child's chronological age, results may underestimate the child's true cognitive functioning. The purpose of this study was to assess the linguistic demands of spoken directions for three preschool cognitive assessments.
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Color poster with text and tables.
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University of Wisconsin--Eau Claire Office of Research and Sponsored Programs.