The changing face of child language assessment: 1985-1995

Abstract

The paper considers the theoretical and practical advances in speech and language therapy which have influenced the development of language assessment over the past ten years. It focuses on three areas: what is assessed; how it is assessed; and why it is assessed. There have been increases in the scope of what is involved in language assessment, and theoretical advances along with new methods of speech and language therapy service delivery have motivated changes in the methods by which assessment takes place.