From the Editor In this issue of the newsletter, there is a focus on two content areas. The first explores models of assessment. We are fortunate to have been able to tap the expertise and knowledge of three of our affiliates, Mabel Rice, Carol Westby, and Sandra Tattershall. Rice reports on some ... Editorial
Editorial  |   May 01, 1998
From the Editor
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Article Information
Editorial
Editorial   |   May 01, 1998
From the Editor
SIG 1 Perspectives on Language Learning and Education, May 1998, Vol. 5, 1-3. doi:10.1044/lle5.1.1
SIG 1 Perspectives on Language Learning and Education, May 1998, Vol. 5, 1-3. doi:10.1044/lle5.1.1
In this issue of the newsletter, there is a focus on two content areas. The first explores models of assessment. We are fortunate to have been able to tap the expertise and knowledge of three of our affiliates, Mabel Rice, Carol Westby, and Sandra Tattershall. Rice reports on some current research with her colleague, Ken Wexler of the Massachusetts Institute of Technology, which is funded through the National Institute of Deafness and Communicative Disorders and seeks to identify a possible clinical marker in the assessment of young children with language impairment. In her discussion of students with language learning disabilities, Westby suggests we consider both an in-side out (what students bring to a task) as well as an out-side in (task and situation demands) approach to assessment. Tattershall completes the discussion with her practical suggestions for our role in assessing the language of adolescents.
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