Dynamic Model of Oral and/or Signed Language Diagnosis The purpose of this paper is to present a model of the process of language diagnosis. It consists of 11 steps that follow each other sequentially. It provides diagnosticians with a framework for carrying out a cohesive and comprehensive language diagnosis. It reverses the prevailing practice of test first and ... Research Article
Research Article  |   April 01, 1984
Dynamic Model of Oral and/or Signed Language Diagnosis
 
Author Notes
  • Barbara R. Schirmer, Ed.D., is currently affiliated with the University of Wisconsin-Milwaukee, Department of Exceptional Education, Enderis Hall, P.O. Box 413, Milwaukee,WI 53201. Requests for reprints should be sent to her at this address.
    Barbara R. Schirmer, Ed.D., is currently affiliated with the University of Wisconsin-Milwaukee, Department of Exceptional Education, Enderis Hall, P.O. Box 413, Milwaukee,WI 53201. Requests for reprints should be sent to her at this address.×
Article Information
Research Articles
Research Article   |   April 01, 1984
Dynamic Model of Oral and/or Signed Language Diagnosis
Language, Speech, and Hearing Services in Schools, April 1984, Vol. 15, 76-82. doi:10.1044/0161-1461.1502.76
History: Received April 2, 1982 , Accepted October 26, 1982
 
Language, Speech, and Hearing Services in Schools, April 1984, Vol. 15, 76-82. doi:10.1044/0161-1461.1502.76
History: Received April 2, 1982; Accepted October 26, 1982

The purpose of this paper is to present a model of the process of language diagnosis. It consists of 11 steps that follow each other sequentially. It provides diagnosticians with a framework for carrying out a cohesive and comprehensive language diagnosis. It reverses the prevailing practice of test first and assess later. It allows the diagnosticians leeway in determining which tests and procedures will provide them with the information they are seeking about specific children. The model is open for change as new knowledge about language learning is attained.

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