The use of a language eliciting procedure as a tool in the establishment of teaching goals

This paper reviews a study to examine the feasibility of using elicited language samples as a basis for planning language instruction and as a measure of progress in language development.

A study of the TAGS, an enduring teaching tool: teachers’ perspectives on the Teacher Assessment of Grammatical Structures teaching practices and application

This paper is studied look at the Teacher’s Assessment of Grammatical Structures (TAGS), Teacher Assessment of Spoken Language (TASL), and Cottage Acquisition Scales for Listening, Language and Speech (CASLLS) criterion-referenced language assessments as well as an inquiry into how teachers of the deaf use the TAGS currently as a teaching tool.

Evaluating and re-developing a more comprehensive and useful needs based assessment tool for parents and teachers of newly-diagnosed deaf and hard of hearing children

The purpose of this study was to redevelop a needs assessment inventory for use by caregivers and professionals engaging in educational services for children who are newly-diagnosed as deaf or hard of hearing.