[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595691-105":59,"doc-detail-595691-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","assessing-young-childrens-oral-language-recommendations-for-classroom-practice-and-policy","Assessing Young Children’s Oral Language - Recommendations for Classroom Practice and Policy","","A systematic review synthesizes research on oral language assessment for children aged four to eight to inform a six-year action research effort co-creating classroom oral language assessment tools with teachers in northern rural and Indigenous Canadian communities. Ten highly rated studies were selected. Narrative, vocabulary, and syntax assessments were most common, using one-on-one adult-directed language samples. Policy and practice implications emphasize cross-field collaboration and instrument development with early childhood educator input.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-young-childrens-oral-language-recommendations-for-classroom-practice-and-policy/595691/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-young-childrens-oral-language-recommendations-for-classroom-practice-and-policy/595691.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the document’s main purpose?","Question",{"text":112,"@type":113},"To synthesize research on oral language assessment for children aged four to eight and use the findings to support the co-creation of classroom assessment tools and policy recommendations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which assessment types appear most often in the reviewed studies?",{"text":117,"@type":113},"Narrative, vocabulary, and syntax assessments are identified as the most common assessment types in the final review.",{"name":119,"@type":110,"acceptedAnswer":120},"How were language samples collected in the included studies?",{"text":121,"@type":113},"Across all included studies, assessment practices involved gathering language samples in one-on-one contexts directed by an adult.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595691,1792192772,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Assessing Young Children’s Oral Language:  \nRecommendations for Classroom Practice and Policy  \nAlesia Malec  \nUniversity of Toronto  \nShelley Stagg Peterson University of Toronto  \nHeba Elshereif  \nUniversity of Toronto  \nAbstract  \nA systematic review of research on oral language assessments for four-to-eight-yearold children was undertaken to support a six-year action research project aimed toward co-creating classroom oral language assessment tools with teachers in northern rural and Indigenous Canadian communities. Through an extensive screening process, 10 studies were assessed as highly rated and identified for inclusion in the final review. Narrative, vocabulary, and syntax assessments were the most common assessment types found in the final review. Assessment practices in all studies in the final review  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:3 (2017)©2017 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \ninvolved gathering language samples in one-on-one adult-directed contexts. The systematic review also revealed that a preponderance of the research on young children’s oral language assessment has been published in speech-language pathology and language testing journals. Although educational researchers recognize the importance of oral language to children’s literacy and learning, there is a paucity of research on oral language assessment conducted by educational researchers and published in educational research journals. Implications to policy and classroom practice include recommendations for increased research collaboration between speech-language pathology researchers and literacy researchers along with input from early childhood educators to develop oral language assessment instruments that support children’s oral language in classroom settings.  \nKeywords: oral language, systematic review, early childhood education, young children, classroom assessment  \nL’évaluation de la langue orale des jeunes enfants : des recommandations pour les pratiques pédagogiques et pour les  \npolitiques  \nRésumé  \nUne revue systématique des évaluations de la langue orale chez les enfants de quatre à huit ans a été entreprise en vue d’étayer un projet de recherche-action visant à co-créer des outils d’évaluation du langage parlé en classe avec des enseignants dans des communautés autochtones et dans des communautés rurales dans le nord du Canada. À la suited’un processus de dépistage exhaustif, dix études ont reçu une excellente cote et été retenues pour la synthèse finale. Les types d’évaluations les plus courantes, telles que répertoriées dans la synthèse finale, portaient sur les compétences narratives, le vocabulaire et la syntaxe. Les pratiques d’évaluation dans toutes les études retenues dans la synthèse finale reposaient sur la collecte d’échantillons de langage dans des échanges interpersonnels dirigés par un adulte. Il est ressorti de la revue systématique que les recherches  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:3 (2017) [www.cje-rce.ca](www.cje-rce.ca)  \nsur l’évaluation de la langue orale chez les jeunes enfants sont surtout publiées dans des revues axées sur l’orthophonie et l’évaluation des connaissances linguistiques. Bien que les chercheurs en éducation reconnaissent l’importance du langage parlé pour la littératie et l’apprentissage durant l’enfance, il y a peu de recherches sur l’évaluation de la langue orale menées par des chercheurs en éducation et publiées dans des revues centrées sur la recherche en éducation. Sur le plan des politiques et des pratiques pédagogiques,  \nil y aurait donc lieu que se multiplient des recherches concertées entre les chercheursen orthophonie et les chercheurs en littératie et qu’on fasse appel aux éducateurs de la petite enfance pour mettre au point des outils d’évaluation du langage parlé afin de favoriser le développement de la langue orale chez l","cbCaiuBMzne7vbIT","https://ap.wps.com/l/cbCaiuBMzne7vbIT","pdf",336745,31,"English","# Abstract\n# Résumé\n# Acknowledgements\n# Introduction","[{\"question\":\"What is the document’s main purpose?\",\"answer\":\"To synthesize research on oral language assessment for children aged four to eight and use the findings to support the co-creation of classroom assessment tools and policy recommendations.\"},{\"question\":\"Which assessment types appear most often in the reviewed studies?\",\"answer\":\"Narrative, vocabulary, and syntax assessments are identified as the most common assessment types in the final review.\"},{\"question\":\"How were language samples collected in the included studies?\",\"answer\":\"Across all included studies, assessment practices involved gathering language samples in one-on-one contexts directed by an adult.\"}]","Assessing Young Children’s Oral Language - Recommendations for Classroom Practice and Policy | PDF",1792081665,78]