Haaf, R., Duncan, B., Skarakis-Doyle, E., Carew, M., & Kapitan, P. (1999). Computer-based language assessment software: The effects of presentation and response format . Language, Speech, and Hearing Services in Schools , 30 (1), 68–74. https://doi.org/10.1044/0161-1461.3001.68

Journal Article

Haaf, R., Duncan, B., Skarakis-Doyle, E., Carew, M., & Kapitan, P. (1999). Computer-based language assessment software: The effects of presentation and response format. Language, Speech, and Hearing Services in Schools, 30(1), 68–74. https://doi.org/10.1044/0161-1461.3001.68

Tags

Dictated response; Electronic administration; Electronic administration; Electronic administration; Elementary; International (non-U.S.); K-12; Language; Listening; Multiple ages; No disability; Preschool

URL

http://lshss.pubs.asha.org

Summary

Accommodation

Students participated in one of three testing conditions: 1) standard presentation (direct pointing), 2) computer presentation-trackball, or 3) computer presentation-automated scanning.

Participants

Seventy-two (72) children without reported disabilities participated. Participants ranged in age from 4 years to 8 years, 11 months. Participants were recruited from pre-schools, private schools, advertisements, and personal contacts, from a local area within Ontario, Canada.

Dependent Variable

Performance on the Peabody Picture Vocabulary Test-Revised (PPVT-R) served as the dependent variable in this study.

Findings

No differences in performance were evident across conditions. The adapted response formats were considered to constitute statistically equivalent forms of the PPVT-R.