<span>H<span>Half of the language teachers’ time is spent on assessing students’ performance. Therefore, they should be literate to assessment in terms how make a good test or knowing which method appropriate assess their learning. Without having literacy, may not able help students achieve best results For this reason, present study attempts examine teacher literacy and it has been...

ABSTRACT The purpose of this report is to describe the case a patient who underwent awake craniotomy for neurosurgical resection glioma and pre, intra postoperative linguistic assessment. Male patient, 27 years old, incomplete higher education presenting vomiting, mental confusion tonic-clonic seizures. After evaluation by team due preoperative guidance, proposal excision lesion while was clari...

background: since most clinical treatments of persian children’s language impairments are based on either the therapist, clinicians’ experiences (mostly), or english language norms (sometimes), comparing two minor indices of speech quality, namely “mean length of utterance” (mlu) and “mean length of five phrasal utterances” (mlfpu) between different age groups of children, would be unequivocall...

Objectives: Studies reported that children with Cochlear Implant (Cl) presented difficulties in grammatical acquisition. The Persian language is inflectional. The present study aimed to compare word-level inflections in the language samples of CI recipients and healthy-hearing children. Methods: Thirty children were recruited in this descriptive-analytical cross-sectional study. The Language S...

The Comprehensive Assessment of Spoken Language (Carrow-Woolfolk, 1999a) is a norm-referenced, individually administered test designed to measure expressive, receptive, and retrieval skills in oral language. It contains 15 subtests that assess four categories of spoken language: lexical/ semantic, syntactic, supralinguistic, and pragmatic. Subtests are categorized as core, supplementary, or not...