The
Academic Assessment — Over the course of this standardized academic achievement test, it becomes clear which types of academic skills are strong and which are weak and, further highlights the corresponding areas of the brain that are a
Academic Assessment — Over the course of this standardized
academic achievement test, it becomes clear which types of academic skills are strong and which are weak and, further highlights the corresponding areas of the brain that are a
academic achievement test, it becomes clear which types of
academic skills are strong and which are weak and, further highlights the corresponding areas of the brain that are a
academic skills are strong and which are weak and, further highlights the
corresponding areas of the brain that are affected.
The CALS construct is defined as a constellation of the high - utility language skills that
correspond to linguistic features prevalent in oral and written
academic discourse across school content
areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core
academic language skills (CALS - I) for students in grades 4 - 8.