Word-Finding Assessment in Children and Adolescents: Beyond Picture Naming
Extending our assessment knowledge beyond the picture-naming task, this program focuses on deep assessment in word finding. First, the theoretical underpinnings of word-finding assessment are discussed. Then, formal and informal procedures for the differential diagnosis of semantic versus phonologically based word-finding errors in both single word and discourse contexts are described. Finally, informal word-finding assessment is discussed in the context of classroom discourse and reading activities to guide selection of word-finding accommodations in the classroom (Tier 2 RTI programming). Emphasis is on children aged 4–18.
You will be able to:
- discuss an explanatory model of lexical processing that represents the theoretical underpinnings of word-finding assessment
- describe possible disruptions in the lexical process that may underlie students’ word-finding errors
- discuss formal and informal procedures for the differential diagnosis of semantic and phonologically based word-finding errors in single word and discourse contexts
- apply word-finding assessment procedures to guide Tier 2 intervention decisions for learners with word-finding difficulties
Instructor Disclosure: Not available. The content for this program was developed and published prior to the ASHA Continuing Education Board requiring instructional personnel to provide financial and nonfinancial disclosure statements.