NeuroNet Language Assessment

A language assessment tests your ability to use the English you know. It's less about what you know, and more about how fast and effectively you can use what you know. The NeuroNet language assessment tests auditory memory of words and language, syllable analysis, phoneme analysis, and the ability to use complex language.

Based on your assessment, you will obtain a profile score showing areas of strength and weakness in auditory memory, auditory analysis, and auditory problem solving. You will receive and overall score indicating your ability to manage basic auditory-verbal (hearing and speaking) skills which are necessary for effective communication in English.

Why do we test auditory-verbal processing?

Auditory-verbal processing tells us whether or not a person is "hearing" or is aware of the building blocks of language: Auditory processing looks at speech sounds (individual letters in words) and speech patterns (syllables in words). Auditory-verbal processing looks at a person's ability to SAY what they hear, using all of the speech sounds in the correct syllable patterns. Both of these skills are essential for conversation.

Why do we test syllable and phoneme analysis?

Syllable and phoneme analysis tell us whether someone is accurately registering all the syllables of speech that he/she is hearing. The classic example of someone who has trouble with phoneme analysis comes with the distinction between "beach" and "bitch." While those who score poorly on syllable analysis tasks, are literally "missing" (not hearing) entire syllables of speech. They will have trouble with the s's and t's on the end of words, articles such as "to" and "the," and pronunciation will require conscious attention to the degree that it slows down and interferes with communication, even of known vocabulary. Learners who have trouble with such fine sound distinctions will often need instructions to be repeated, because they can't comprehend what they hear the first time they hear it.

Why do we test auditory memory?

Think of auditory memory as the pieces of a puzzle. What if you were trying to put together a puzzle and you could only see one or two pieces at a time? It would be hard to piece together a coherent image wouldn't it? The same principle applies to language. If you hear a phrase which is seven syllables long, such as a phone number, the critical question is can you see in your mind and repeat back all seven syllables? Or do you have to listen and write down one syllable at a time?

Why do we test auditory-verbal problem solving?

How fast can you use the English you already know? This is our first and most important testing priority. However, we also test the ability to manage complex phrases, such as the distinctions below:

Example:

Please take out the folders for the school project and the roof project, and file the rest.
Please file the folders for the school project and the roof project, and leave the rest out.

Which folders are in the filing cabinet? Which folders are on the table?

Example:

The yellow cat caught a brown mouse by the stove in the kitchen.
The gray cat chased the white mouse under the stove in the kitchen.

Which mouse is happy? Why? Which cat is happy? Why?

Auditory-verbal problem-solving means that we can hear the words, hear the meaning of the words put together in phrases, and hear the implication of the phrases, or understand what we have to do next: answer in conversation, or act by following directions.