This document contains the nonword tasks first developed by Dollaghan & Campbell (1998) as part of assessment that is less biased towards diverse populations. This article provided evidence that children with language impairments perform significantly worse than their non-impaired peers on measures of nonword repetition, and that such tasks accurately distinguish between children with and without language impairments. Nonword repetition tasks require skills necessary for language learning, including auditory processing, working memory, and organization of articulatory output. Unlike currently used standardized language tests, nonword repetition tasks are unbiased by socioeconomic status and parent education level as they do not test previous linguistic knowledge and skills. It would thus be appropriate to administer nonword repetition tasks during language assessments to assist in accurately identifying children as LI or LN.
Dollaghan, C., & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136-1146.