Source URL: View this document on PubMed
This study investigated the performance of typically developing, bilingual Spanish-English speaking first graders on standardized receptive vocabulary tests. It showed that examining only one of a bilingual child’s languages does not provide an accurate representation of the child’s linguistic knowledge.
Source URL: View this document on the ASHA website
This study proved that measures other than standardized language assessments can more accurately identify language impairment in culturally and linguistically diverse children (in this case monolingual Spanish speakers). Read More
Source URL: View this document on the ASHA website
This study added to the growing body of literature demonstrating a correlation between socioeconomic status and performance on standardized vocabulary tests. Standardized vocabulary tests were not found to have an acceptable level of accuracy in diagnosing the presence of a language impairment. Read More
Researchers recorded all interactions between caregivers and children, from age 7 months to 3 years old, in different socioeconomic classes for 1 hour per week. This study presented the findings and implications for clinicians, educators, and policy makers.
Source URL: View this book on the Teacher’s College Press website
This book addresses the constellation of factors that have contributed to the misidentification of minority/culturally and linguistically diverse children as needing special education services. It also provides suggestions for improving the special education referral process.
Source URL: View this document on the ASHA website
Authors conducted a meta-analysis of diagnostic studies for language impairment in bilingual children. They found a serious lack of necessary psychometric measures in the vast majority of studies examined.
Source URL: View this document on the Cambridge Journals website
An examination between second language exposure and morphosyntactic and semantic development in preschoolers.
Source URL: View this document on the Cambridge Journals website
This article examines the benefits and differences of bilingual children’s linguistic and cognitive development.
The LEADERSproject by Dr. Catherine (Cate) Crowley is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Based on a work at http://www.leadersproject.org.
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