Linguistic Demands of Preschool Cognitive Assessments

dc.contributor.advisor	Tusing, Mary Beth
dc.contributor.author	Bieno, Glenna
dc.contributor.author	Eparvier, Megan
dc.contributor.author	Kulinski, Anne
dc.date.accessioned	2013-01-24T18:06:06Z
dc.date.available	2013-01-24T18:06:06Z
dc.date.issued	2012-04
dc.description	Color poster with text and tables.	en
dc.description.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.	en
dc.description.sponsorship	University of Wisconsin--Eau Claire Office of Research and Sponsored Programs.	en
dc.identifier.uri	http://digital.library.wisc.edu/1793/64469
dc.language.iso	en_US	en
dc.relation.ispartofseries	USGZE AS589	en
dc.subject	Linguistics--Research	en
dc.subject	Preschool children--Language	en
dc.subject	Cognition--Testing	en
dc.subject	Educational tests and measurements--Validity	en
dc.subject	Posters	en
dc.title	Linguistic Demands of Preschool Cognitive Assessments	en
dc.type	Presentation	en

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