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Test of Early Grammatical Impairment (TEGI)
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Abstract:
Copyright for this work was transferred from the publisher back to the author (Rice) on 8-24-2012. ; The Rice/Wexler Test of Early Grammatical Impairment (Rice/Wexler) is an individually administered clinical tool that can be used for the identification, diagnosis, screening, and follow-up evaluation of grammatical deficits in young children, ages 3 through 8 years, who speak Standard American English (SAE). The test focuses on a particular area of grammar that is known to be difficult for young children with language impairment at the age that this grammatical competence becomes well established in children with normal language acquisition. Poor performance on finiteness marking as measured in the Rice/Wexler can serve as a clinical marker that identifies “affected” children, or children who have impairments in this area of grammar. Early identification of language impairments in young children, especially children without other disabilities (sometimes known as Specific Language Impairment), is critical to ensuring the early intervention required to prepare children for the language demands of the early school years. In combination with assessments of vocabulary and speech development, the Rice/Wexler can provide documentation of fundamental elements of language for children during the preschool years and the school entry and early elementary school years.
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Keyword:
Child Language Assessment; Finiteness marking assessment; Grammatical assessment
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URL: https://orcid.org/ 0000-0002-8150-5523
http://hdl.handle.net/1808/32569
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| 2 |
Nominative Case Assignment and Parameter-Setting in V2
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In: North East Linguistics Society (2020)
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| 3 |
Persistent Neurobehavioral Markers of Developmental Morphosyntax Errors in Adults
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In: J Speech Lang Hear Res (2019)
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| 4 |
The acquisition of Hebrew idioms: Stages, internal composition, and implications for storage
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In: Glossa: a journal of general linguistics; Vol 3, No 1 (2018); 99 ; 2397-1835 (2018)
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| 5 |
Syntactic and Pragmatic Factors in Children’s Comprehension of Cleft Constructions
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In: MIT Web Domain (2017)
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| 6 |
Shared Neuroanatomical Substrates of Impaired Phonological Working Memory Across Reading Disability and Autism
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In: PMC (2017)
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| 7 |
A Program for the Genetics of Grammar
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In: BIOLINGUISTICS; Vol. 11 (2017): Special Issue—50 Years Later: A Tribute to Eric Lenneberg’s Biological Foundations of Language; 295-324 ; 1450-3417 (2017)
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| 8 |
Shared neuroanatomical substrates of impaired phonological working memory across reading disability and autism
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| 9 |
Grammar Is Differentially Impaired in Subgroups of Autism Spectrum Disorders: Evidence from an Investigation of Tense Marking and Morphosyntax
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In: Frontiers (2016)
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| 10 |
Shared neuroanatomical substrates of impaired phonological working memory across reading disability and autism
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| 12 |
Comparison of Grammar in Neurodevelopmental Disorders: The Case of Binding in Williams Syndrome and Autism With and Without Language Impairment
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In: Taylor & Francis (2012)
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The Role of Presuppositionality in the Second Language Acquisition of English Articles
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In: MIT Press (2010)
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