Relevant Research: Discriminating Disorder from Difference Using Dynamic Assessment with Bilingual Children

Downloadable PDF: Research Summary- Discriminating Disorder from Difference Using Dynamic Assessment in Bilingual Children.pdf

This study builds on recent evidence of the usefulness of dynamic assessment (DA) along with a mediated learning experience (MLE) and graduated prompting as a more appropriate method of determining the presence of  language disorder (LD) in culturally and linguistically diverse (CLD) children. Read More

Relevant Research: Using Norm-Referenced Tests to Determine Severity of Language Impairment in Children: Disconnect Between U.S. Policy Makers and Test Developers

Source URL: View this document on PubMed

This study has exposed the disconnect between research, state and federal law, and clinical practice. Despite lack of validity in determining disability and even though federal law (IDEA, 2004) recognizes that lack in requiring assessment materials to be “valid, reliable and free of bias,” many state laws continue to require norm-referenced tests in determining disability and in establishing severity level.

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Relevant Research: Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children

Source URL: View this document on the ASHA website

The purpose of this article was to determine whether dynamic assessment (DA) of word learning was accurate in identifying the presence of language impairment (LI) in preschool-age bilingual children. Bilingual children are often misidentified as language impaired under current assessment practices due to flawed assessment procedures.

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Relevant Research: Recommending Intervention for Toddlers With Specific Language Learning Difficulties: We May Not Have All the Answers, But We Know a Lot

Source URL: View this document on the ASHA website

This review analyzed the literature available at the time in order to compile characteristics that would enable early intervention (EI) providers to distinguish between children who are “late talkers” but will likely catch up to their peers without therapy (as the majority do) and those who truly have a language disorder.

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