Action Picture Test (The Renfrew Language Scales)

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Action Picture Test (The Renfrew Language Scales)

Action Picture Test (The Renfrew Language Scales)

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The first thing to highlight is that standard scores of 86-114, inclusively, – i.e. between 85-115 – are within the normal range. We’ll explain standard scores shortly. But you can see that all of Child 1’s scores are below the normal range by looking at the following diagram: CLL - Communication, Language and Listening - A lot of children who have speech and language difficulties have found ways to disguise this fact. For example, they may point at an item instead of asking for it. Gently remind your child to “use your words.” You can also model to your child how they can use their words and ask them to copy you. This table summarises the test results of a fictional child – let’s call her Child 1 – on the CELF-5. Who can use it? Any relevant professional using the manual Word Finding Vocabulary Test (Renfrew Language Scales)

The designated teacher in school who is responsible for special educational needs. They ensure support is put in place for children who may need additional support. Auditory/speech perception - these assessments are developed to determine a child’s ability to distinguish between a range of different auditory information.

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Caesar L. G., & Kohler P. D (2007). The state of bilingual based school assessment: Actual practice vs recommended guidelines. Language, Speech and Hearing Serices in Schools, 38, 190–200. Retrieved from [ PubMed] [ Google Scholar] To report something useful, speech pathologists convert your child’s raw scores into standard scores and percentiles . To get a standard score , we use a scale. The scale sets the average score (or mean) for the test at a round number. For example, the standard Core Language Score in the CELF-5 (a measure of overall language performance) is based on a scale where the average is 100. How might the information be obtained most effectively? Which assessment should be used, video, observation or formal assessment?

Based on the existentialist message in the introduction, SLTs are free to choose to use the client’s frame of reference despite the challenges of limited knowledge and resources that may exist. Cultural sensitivity will help the SLT to understand the responses and interpretation of responses that may seem inappropriate or irrelevant.

To provide information regarding a child’s functional language, including listening skills, across a range of different settings. Special educational needs and disabilities coordinators (Sendcos) need to be able to monitor their students’ progress. But the array of possible assessments can be overwhelming. Before you call in an external specialist such as an educational psychologist, you may want to start in-house. Solarsh, B. (2001). Verbal solutions of rural Zulu-speaking children to problems encountered in everyday life. Unpublished doctoral thesis, University of Pretoria, Pretoria. Hamilton M. B. (2014). ‘If there’s more than one bus you say…’: Cultural-linguistic mismatch within the context of teacher-child interactions

If you’re concerned that a student has a literacy difficulty such as dyslexia, testing their phonological awareness will be helpful. This doesn’t diagnose dyslexia but forms part of the assessment procedure. Another illustration from the picture card 8 is the use of the word ladder. Although the direct translation of the word is íleli, in practice it is commonly used interchangeably with amastepisi (steps) and this was reflected in the children’s responses. An SLT who has no understanding of this frame of reference will regard the steps as inaccurate.Some of these documents have been developed to reflect the child’s overall development not specifically language. They provide an important tool in which to contextualise detailed language assessment information in terms of the whole child.

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