Assessing children’s vocabulary: An exploratory cross-sectional survey of speech-language pathologists

Purpose: Past research highlights the importance of evaluating word learning abilities to build understanding of an individual’s language-learning capacity and make evidence-informed decisions in speech-language pathology practice. However, little research has explored vocabulary and word learning assessment practices among speech-language pathologists (SLPs). This pilot, exploratory study aimed to explore current assessment practices and guide translation of research to practice among SLPs who work with children of all ages. Method: SLPs (N = 127) from three predominantly English-speaking countries (Australia, USA, and UK) completed an online survey. The survey explored methods and purposes for assessing vocabulary knowledge and word learning skills via binary and multiple-choice questions. Responses to three open-ended questions were analysed using conventional content analysis. The survey also asked about perspectives regarding assessment practices with individuals from culturally and linguistically diverse (CALD) backgrounds. Result: Of the surveyed SLPs, 118 (92%) reported using norm-referenced measures of vocabulary, with 27 reporting additional use of non-normed measures. Seventy-seven SLPs (61%) reported that they measure word learning skills, and 20 of these SLPs used dynamic assessment procedures to evaluate word learning. Responding SLPs across all three countries reported using vocabulary and word learning assessment data in a variety of ways (e.g. to support diagnostic decision-making). Regarding the use of standardised, norm-referenced vocabulary assessments with individuals from CALD backgrounds, SLPs reported concerns regarding poor cultural sensitivity and limited access to alternative methods. Conclusion: The findings highlight the need for further development and dissemination of accessible resources to support SLPs’ implementation of word learning assessment, including resources for dynamic assessment. This is especially critical considering the established limitations associated with using standardised, norm-referenced tests with minority groups who are underrepresented in standardisation samples.</p

Sleep as a mediator of the relationship between social class and health in higher education students

A substantial body of research indicates that higher education students from lower social class backgrounds tend to have poorer health than those from higher social class backgrounds. To investigate sleep as a potential mediator of this relationship, online survey responses of students from five large Australian universities, one Irish university and one large Australian technical college were analysed in three studies (Study 1 N = 628; Study 2 N = 376; Study 3 N = 446). The results revealed that sleep quality, sleep duration, sleep disturbances, pre-sleep worries and sleep schedule variability mediated the relationship between social class and physical and mental health. Sleep remained a significant mediator when controlling for related variables and other mediators. Thus, the findings suggest that sleep partly explains social class differences in health. We discuss the importance of addressing sleep issues among students from lower social class backgrounds.</p

The role of thrombocyte alpha granules in mesenchymal stem cells differentiation

<p>Bland- Altman LOA plots to display agreement between parent and teacher ratings on the SDQ peer problem rating scale.</p

Bland- Altman LOA plots to display agreement between parent and teacher ratings on the SDQ conduct problems rating scale.

<p>Bland- Altman LOA plots to display agreement between parent and teacher ratings on the SDQ conduct problems rating scale.</p

Bland- Altman LOA plots to display agreement between parent and teacher ratings on the SDQ prosocial rating scale.

<p>Bland- Altman LOA plots to display agreement between parent and teacher ratings on the SDQ prosocial rating scale.</p