An Attempt to Revise Scoring Conventions for the Token and Reporter's Tests Revised methods of scoring the Token Test and Reporter's Test were developed to accommodate specific types of errors committed by language-disordered children during a previous standardization study conducted by the authors. The test modifications are presented, as are the results of administration of the revised tests to both normal and ... Research Article
Research Article  |   July 01, 1988
An Attempt to Revise Scoring Conventions for the Token and Reporter's Tests
 
Author Notes
  • Penelope K. Hall is an assistant professor in the Department of Speech Pathology and Audiology, University of Iowa, Iowa City, IA 52242. Requests for reprints may be sent to her at this address. Linda S. Jordan is an adjunct associate professor in the Departments of Speech Pathology and Audiology and Neurology, University of Iowa, Iowa City, IA 52242.
    Penelope K. Hall is an assistant professor in the Department of Speech Pathology and Audiology, University of Iowa, Iowa City, IA 52242. Requests for reprints may be sent to her at this address. Linda S. Jordan is an adjunct associate professor in the Departments of Speech Pathology and Audiology and Neurology, University of Iowa, Iowa City, IA 52242.×
Article Information
Research Articles
Research Article   |   July 01, 1988
An Attempt to Revise Scoring Conventions for the Token and Reporter's Tests
Language, Speech, and Hearing Services in Schools, July 1988, Vol. 19, 227-234. doi:10.1044/0161-1461.1903.227
History: Received September 26, 1986 , Accepted March 18, 1987
 
Language, Speech, and Hearing Services in Schools, July 1988, Vol. 19, 227-234. doi:10.1044/0161-1461.1903.227
History: Received September 26, 1986; Accepted March 18, 1987

Revised methods of scoring the Token Test and Reporter's Test were developed to accommodate specific types of errors committed by language-disordered children during a previous standardization study conducted by the authors. The test modifications are presented, as are the results of administration of the revised tests to both normal and language-disordered school-age children.

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