Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If You Use a Screen Reader

This content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.

Parent and Teacher Assessment of Receptive and Expressive Language in Preschool Children with Developmental Disabilities

Jeff Sigafoos and Donna Pennell
Education and Training in Mental Retardation and Developmental Disabilities
Vol. 30, No. 4 (December 1995), pp. 329-335
Stable URL: http://www.jstor.org/stable/23879229
Page Count: 7
  • Read Online (Free)
  • Subscribe ($19.50)
  • Cite this Item
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Parent and Teacher Assessment of Receptive and Expressive Language in Preschool Children with Developmental Disabilities
Preview not available

Abstract

We compared parent and teacher ratings for a group of 16 preschool children on the Receptive-Expressive Emergent Language Scale. Paired t-tests indicated no significant differences between parent and teacher ratings of expressive language, but a significant difference on the receptive language subscale. Pearson's correlations showed significant and positive relationships between parent and teacher ratings. These results suggest the device could be used in research to document language delay and perhaps for classification purposes. However, interrater agreement was only 31.25% for receptive language age and 56.25% for expressive language age. Thus, reliability appears too low for instructional planning.

Page Thumbnails

  • Thumbnail: Page 
329
    329
  • Thumbnail: Page 
330
    330
  • Thumbnail: Page 
331
    331
  • Thumbnail: Page 
332
    332
  • Thumbnail: Page 
333
    333
  • Thumbnail: Page 
334
    334
  • Thumbnail: Page 
335
    335