The PPVT-4, measuring receptive oral English language development, was selected for its recognition and popularity in the field, the focus on early oral language, ability to inform instructional decisions for children learning English, and the easy early level high frequency words particularly designed for English language learners.
This test assesses orientation to place and time, short term memory, episodic long-term memory, subtraction, ability to construct a sentence, and oral language ability.
We replicate association between KIAA0319 and DCDC2 and dyslexia and provide evidence to support a role for KIAA0319 in oral language ability.
Of the 113 verbal participants, 46 of 53 children with early-confirmed PCHI and 57 of 60 late-confirmed PCHI subsequently completed assessments for oral language ability.
Also noteworthy is the finding that the DX and LI + DX groups do not differ on the literacy measures, except for the NARA comprehension, where the LI + DX do significantly more poorly, consistent with the view that reading comprehension depends on oral language ability.
These early differences have longlasting ramifications as research shows that the SES gap in second, third, and fourth grade reading and mathematics skills, can be explained by the oral language abilities children bring with them to kindergarten (Durham et. al., 2007).
Results: Results revealed significant gains in speech perception, use of oral language, and ability to function in a mainstream environment.
Additionally, the validity of the assessments currently used, for example in California schools, to measure ELLs' oral English language ability is questionable.
The appendix of this paper includes a sample Kindergarten SOL used for reading instruction to improve oral language, reading, and writing ability (Virginia Board of Education, 2003).
For the present study, the construct of academic speaking has been defined as follows: academic speaking is the ability, when communicating with others, to use oral language comprehensibly and appropriately to acquire, transit, and demonstrate knowledge (Butler et al., 2000; Fulcher, 2003; Luoma, 2004; Pearlman, 2008).
The K-MMSE included items assessing orientation (5 points for time- and 5 points for place-orientation), memory (3 points for immediate- and 3 points for delayed-recall), serial subtractions (5 points), language ability (2 points for naming, 3 points for oral command comprehension, and 1 point each for repetition, reading, and writing), and visuospatial ability (1 point).
