![Assessment of school discourse: Is the PICAC an option? [An article from: Journal of Communication Disorders]](https://www.ebooknetworking.net/books/B00/0PD/bigB000PDT7VK.jpg)
Assessment of school discourse: Is the PICAC an option? [An article from: Journal of Communication Disorders]
Book Details
Author(s)F. Hagstrom, E. Thomas
PublisherElsevier
ISBN / ASINB000PDT7VK
ISBN-13978B000PDT7V5
AvailabilityAvailable for download now
MarketplaceUnited States 🇺🇸
Description
This digital document is a journal article from Journal of Communication Disorders, published by Elsevier in 2007. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
This study examines the feasibility of using the Porch Index of Communicative Ability in Children (PICAC), a standardized test of general communication, as an out-of-setting school discourse evaluation tool. The rationale for considering the PICAC was based on the expectation that the test creates a teaching-learning context where materials, tasks, instructional talk and assistance reflect the practices that occur in traditional classrooms. The comparison of the PICAC test to full day school transcripts provided support for using the PICAC as a criterion reference measure that could facilitate sharing of information and results among professionals and could promote use of classroom learning processes more individualized to a particular student. Learning outcomes: The reader will be able to: (1) describe school discourses and (2) describe similarities between PICAC administration and classroom instruction.
Description:
This study examines the feasibility of using the Porch Index of Communicative Ability in Children (PICAC), a standardized test of general communication, as an out-of-setting school discourse evaluation tool. The rationale for considering the PICAC was based on the expectation that the test creates a teaching-learning context where materials, tasks, instructional talk and assistance reflect the practices that occur in traditional classrooms. The comparison of the PICAC test to full day school transcripts provided support for using the PICAC as a criterion reference measure that could facilitate sharing of information and results among professionals and could promote use of classroom learning processes more individualized to a particular student. Learning outcomes: The reader will be able to: (1) describe school discourses and (2) describe similarities between PICAC administration and classroom instruction.
