Oral and Written Language Scales

By R. Dumont, John O. Willis. 2008

136 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/70258475db22b4b7216944ed6c04fe0a71b1e9cd

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Citations in the corpus

Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills (2013, methodology): “The Oral andWritten Language Scales (OWLS; Carrow-Woolfolk, 1995) is designed to assess expressive language of individuals aged 3 to 21 and was administered in the fall (a¼ .90) and spring (a¼ .90) of children’s pre-K year.”
Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years (2018, methodology): “Listening comprehension was assessed using the Concepts and Following Directions subtest of CELF-4 (CELF-CFD), the Listening Comprehension subtest of Oral and Written Language Scales (OWLS-LC; Carrow-Woolfolk, 1995), and the Oral Comprehension subtest of WJ-III (WJ-OC).”
Pretend and Physical Play: Links to Preschoolers’ Affective Social Competence (2013, background): “…and criterion-related validity were demonstrated through correlations with the Wechsler (1991) Verbal IQ, Performance IQ, and Full-Scale IQ (.82–.92); the Kaufman (Kaufman & Kaufman, 1990) Brief Intelligence Test (.62–.82); and the Oral and Written Language Scales (Carrow-Woolfolk, 1995) (.63–.83).”
Teacher and Classroom Characteristics Associated With Teachers’ Ratings of Prekindergartners’ Relationships and Behaviors (2006, methodology): “Third Edition (PPVT-III; Dunn & Dunn, 1997), the Oral and Written Language Scale (OWLS; Carrow-Woolfolk, 1995), and the Woodcock-Johnson Tests of Achievement–”
The relationship between teacher qualification and the quality of the early childhood education and care environment (2017, methodology): “Further, children’s expressive language development, as measured by the Oral Expression Scale from the Oral and Written Language Scale (OWLS) (Carrow-Woolfolk, 1995), is shown to be related to the ECERS-R total score (Mashburn et al.”
Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills (2008, methodology): “The Peabody Picture Vocabulary TestIII (PPVT, Dunn, & Dunn, 1997) and the Expressive Language subtest of the Oral and Written Language Scales (OWLS, Carrow-Woolfolk, 1995) are norm-referenced measures of children’s receptive vocabulary and expressive vocabulary, respectively, and for both tests,…”
Development, Assessment, and Promotion of Preliteracy Skills (2006, unknown): “1Dunn and Dunn (1997), 2Gardner (2000), 3Lonigan, Wagner, Torgesen, and Rashotte (in press b), 4Zimmerman, Steiner, and Pond (2002), 5Wiig, Secord, and Semel (1992), 6Carrow-Woolfolk (1995), 7Lonigan, Wagner, Torgesen, and Rashotte (in press a), 8Woodcock, McGrew, and Mather (2001 ), 9Invernizzi, Me”
Using Social Stories and Visual Schedules to Improve Socially Appropriate Behaviors in Children With Autism (2010, background): “The Social Story included information about the targeted behavior (e.g., listening to the classroom teacher, sitting in circle), where the routine occurred, and what the teacher might Note: SSRS = Social Skills Rating System (Gresham & Elliott, 1990); OWLS = Oral and Written Language Scales (Carrow-”
Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections (2012, background): “Third Edition (Wechsler, 1991) and with the Oral and Written Language Scales (Carrow-Woolfolk, 1995; rs ranging from .63 to .83).”
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, methodology): “…comprehension was assessed by (a) the Narrative Comprehension subtest of the Test of Narrative Language (TNL; Gillam & Pearson, 2004), (b) an experimental expository task, and (c) the Listening Comprehension Scale of the Oral and Written Language Scales-II (OWLS-II; Carrow-Woolfolk, 2011).”
Using Computer-Presented Social Stories and Video Models to Increase the Social Communication Skills of Children With High-Functioning Autism Spectrum Disorders (2008, methodology): “Note: GARS = Gilliam Autism Rating Scale (Gilliam, 1995); GADS = Gilliam Asperger’s Disorder Scale (Gilliam, 2001); OWLS = Oral and Written Language Scales (Carrow-Woolfolk, 1995); WPPSI-III =”