School of Communication Sciences and Disorders
University of Memphis Partners with National Re-Norming of Early Literacy and Language Assessment
By: Lacey Halley
The School of Communication Sciences and Disorders at the University of Memphis has partnered with Ventris Learning to contribute to the national re-norming of the Assessment of Literacy and Language (ALL™), a research-based tool designed to evaluate early language and literacy development in children from pre-kindergarten through first grade.
Darlene Poe Winters, M.A., CCC-SLP, clinical instructor and speech-language pathologist in the School, is leading the University’s data-collection efforts, with Adele Miller Dunkin, M.C.D., CCC-SLP, Co-Director of Clinical Education in SLP, serving as co-coordinator. With the extensive support of Laurel Hansen, B.S., a second-year SLP student and graduate assistant, the team is partnering with community organizations, preschools, and families to gather updated data that will ensure the test remains current and reflective of today’s diverse child population.
“Re-norming helps ensure that the assessment continues to provide accurate, evidence-based information about children’s literacy and language skills,” Winters explained. “It’s exciting for our students to take part in a national project that directly supports the tools SLPs use in practice."
The ALL™ assessment identifies early strengths and areas for growth across multiple domains of literacy and language. Testing sessions are administered individually, take approximately 60 minutes, and are conducted in community settings such as schools, preschools, and the Memphis Speech and Hearing Center. Only children’s ages and scores are shared with Ventris Learning for national norming purposes, and families receive individualized feedback highlighting each child’s strengths and areas for growth.
The project also provides meaningful clinical experiences for University of Memphis graduate students. Participation in data collection offers students hands-on opportunities to administer standardized assessments, collaborate with caregivers and educators, and contribute to the advancement of assessment tools widely used in the field of speech-language pathology.
“Keeping assessments current helps ensure that clinicians are working with tools that truly match the clients and learning environments we see today,” Dunkin noted. “For our students, being involved in this project makes the learning experience more meaningful. They get to see how research turns into practical tools and how their contributions can make a real difference for the families we serve.”
The re-norming process is ongoing, with re-testing scheduled for this spring to measure participant growth between the fall and spring administrations. This collaboration between Ventris Learning and the University of Memphis reflects the School’s commitment to advancing evidence-based practice and promoting equitable, developmentally appropriate assessment for young children.
