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dc.contributor.authorHoover, Jill R.
dc.contributor.authorStorkel, Holly L.
dc.date.accessioned2016-02-08T20:51:41Z
dc.date.available2016-02-08T20:51:41Z
dc.date.issued2006
dc.identifier.citationHoover, J.R. & Storkel, H.L. (2006). Using nonword repetition in vocabulary assessment. ACQuiring Knowledge in Speech, Language, and Hearing, 8, 106-109. http://www.speechpathologyaustralia.org.au/publications/jcpslpen_US
dc.identifier.urihttp://hdl.handle.net/1808/19904
dc.descriptionThis is the author's accepted manuscript. The original is available at http://www.speechpathologyaustralia.org.au/publications/jcpslpen_US
dc.description.abstractStandardized vocabulary tests have been criticized for their cultural/experiential biases and insensitivity to word learning differences. This review discusses the utility of supplementing the diagnostic process with a processing-based measure, such as a nonword repetition task. Nonword repetition tasks have been heralded as a more sensitive indicator of individual differences in vocabulary/word learning. Evidence on the relationship between vocabulary and nonword repetition is discussed along with a review of the currently available tests of nonword repetition. Suggestions for constructing a nonword repetition task specific to the needs of individual clinicians are offered.en_US
dc.publisherSpeech Pathology Association of Australiaen_US
dc.relation.isversionofhttp://www.speechpathologyaustralia.org.au/publications/jcpslpen_US
dc.subjectVocabularyen_US
dc.subjectAssessmenten_US
dc.subjectNonword repititionen_US
dc.subjectTest biasen_US
dc.subjectWord learningen_US
dc.titleUsing Nonword Repetition in Vocabulary Assessmenten_US
dc.typeArticle
kusw.kuauthorStorkel, Holly L.
kusw.kudepartmentSpeech-Language-Hearingen_US
kusw.oaversionScholarly/refereed, author accepted manuscript
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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