الفهرس 
Reviewofliterature
AIMOFTHEWORKOnly 14 pages are availabe for public view
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Abstract
Language is a complex combination of several component rule systems. Language is divided into three major components: form, content and use.
Early language development involves the integration of a number of components: phonology, pragmatics, semantics, and syntax to form a socially accepted code.
Assessment is the process of collecting, synthesizing, and interpreting information. Child assessment is a vital and growing component of high-quality early childhood programs. Assessment is important to understand, support young children’s development, document and evaluate how effectively programs are meeting young children’s educational needs. For assessment to be widely used, it must employ methods that are feasible, sustainable and reasonable with regards to demands on budgets, educators and children.
This study presents a development of a Comprehensive Arabic language test to evaluate child language and to assess each language component separately. A brief review of the important points in communicative assessment, types of assessment measures and principles of test administration was presented
The Comprehensive Arabic Language test is composed of five tests: test of phonology in which each child ’s performance is tested for the number of correct words, modeled words, the number of the initial, medial and final errors, the number of phonological processes e.g. fronting, assimilation, stopping, backing, devoicing. Test of semantics which examines the ability of the child to recognize and name different semantic groups as: body parts, clothes, fruits, vegetables, animals, furniture, transportation means, food utensils, general tools, colours, plants and money. The test examines the ability of the child to recognize and name other concepts such as size, direction (infront), position in space (nearest), time (before), quantity (some), classification (all) and general (another).
Test of expressive morphology examines the ability of the child to utter personal pronouns, plurals (regular, irregular), verb tense, masculine and feminine, negation, comparatives, superrelatives and derivation.
Test of syntax is formed of receptive and expressive parts. The receptive part is formed of : Repeating sentences which measures the child’s ability to recall and reproduce a variety of sentence patterns. Following directives and answering questions measure the child’s ability to comprehend the meaning of sentences and question patterns and respond to them correctly. The expressive part is composed of Describing actions which measure the child’s ability to incorporate knowledge of verbs and syntax by describing actions depicted in drawings. Sequencing events measure the child’s ability to produce a series of sentences to convey information on a given topic.
Test of pragmatics tests the child’s ability to answer questions denoting different speech acts such as requesting, regulating, expressing, informing and organizing devices.
The study was carried on 320 normal children not suffering from any language or speech problems and 220 delayed language development children with age range 2 to 6 years. A pilot study was performed on a sample of 100 normal and delayed children in the same age range. The aim of the pilot study to check the pattern of presentation of the items, their orders and to apply the reliability and internal consistency of the test. Certain modifications in the test items and materials were done.