• Ellen Cristina Siqueira Soares and Karin Zazo Ortiz.
• Speech Pathology Department, Universidade Federal de São Paulo (Unifesp) , São Paulo, Brazil. ellen_epm@yahoo.com.br
• Sao Paulo Med J. 2009 Jan 1; 127 (3): 134139134-9.

Context And ObjectiveIn order to properly assess language, sociodemographic variables that can influence the linguistic performance of individuals with or without linguistic disorders need to be taken into account. The aim of this study was to evaluate the influence of schooling and age on the results from the Montreal Toulouse (Modified MT Beta-86) language assessment test among individuals without linguistic disorders.Design And SettingCross-sectional study carried out between March 2006 and August 2007 in the Speech, Language and Hearing Pathology Department of Universidade Federal de São Paulo (Unifesp), São Paulo, Brazil.MethodsEighty volunteers were selected. Schooling was stratified into three bands: A (1-4 years), B (5-8 years) and C (nine years and over). The age range was from 17 to 80 years. All the subjects underwent the Montreal Toulouse (Modified MT Beta-86) language assessment protocol.ResultsStatistically significant differences were found in relation to schooling levels, in the tasks of oral comprehension, reading, graphical comprehension, naming, lexical availability, dictation, graphical naming of actions and number reading. Statistically significant age-related differences in dictation and lexical availability tasks were observed.ConclusionsThe Montreal Toulouse (Modified MT Beta-86) test seems to be sensitive to variations in schooling and age. These variables should be taken into account when this test is used for assessing patients with brain damage.

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