ALL™ Theory & Evidence

In a study examining the psychometric qualities of 15 standardized spoken language assessments for children 4 to 12 years of age, the ALL was identified as one of only four assessments “having better evidence of reliability and validity” (Denman et al., 2017, p.26) and thus recommended for diagnostic use. Denman D, Speyer R, Munro N, Pearce WM, Chen Y-W and Cordier R (2017). Psychometric Properties of Language Assessments for Children Aged 4–12 Years: A Systematic Review.Front. Psychol. 8:1515.

Watch a recorded zoom presentation by ALL co-author Linda Lombardino, Ph.D., Professor of Speech-Language Pathology at the University of Florida, and author of the book Assessing and Differentiating Reading and Writing Disorders: Multidimensional Model (Delmar, Cengage Learning 2012). Her current interests include collaborating on dyslexia research and establishing methods for training graduate students in the diagnosis and treatment of dyslexia.

Jaumeiko Coleman, Ph.D., CCC-SLP, Laurie M. Gauger, Ph.D., CCC-SLP, SallyAnn Giess, Ph.D., CCC-SLP, and Sunshine Moss, Ph.D. discuss key components of models and frameworks that highlight the interconnection between spoken language (listening and speaking) and written language (reading and writing). See their companion ASHA Live Chat The SLP’s Role in Contributing to Early Successful Literacy Development in Young Children At-Risk for Academic Difficulties.

Jaumeiko Coleman, Ph.D., CCC-SLP, Laurie M. Gauger, Ph.D., CCC-SLP, SallyAnn Giess, Ph.D., CCC-SLP, and Sunshine Moss, Ph.D. present key factors that predict later reading ability in young children, and different profiles of spoken and written language strengths. See their companion ASHA Live Chat Methods for Screening, Assessing, and Profiling Spoken Language and Emergent Literacy Strengths and Weaknesses in Young Children.