Abstract

The purpose of this article is to inform researchers and practitioners about potential challenges in the selection, administration, and interpretation of results of measures of vocabulary assessment when working with deaf and hard-of-hearing children. This article reviews methods that can be used to assess vocabulary of children through the age of 5 years, including naturalistic observation, parent report measures, and standardized vocabulary tests. The authors also describe procedures to assess word-learning processes available to children to facilitate vocabulary acquisition. General cautions regarding the use of assessment tools with deaf and hard-of-hearing children are reviewed, as well as cautions for specific assessment measures. Finally, based on available research, suggestions are offered regarding what each assessment test can tell us about deaf and hard-of-hearing children’s vocabulary development