This module includes a different example of fast-mapping with a child with a mild delay.
This module provides another example of dynamic assessment using fast-mapping with a child with a mild to moderate delay.
This article highlighted the role that evaluators play in perpetuating the achievement gap between students from different socioeconomic backgrounds.
(McCauley & Swisher, 1984) Psychometric Review of Language and Articulation Tests for Preschool Children
This was one of the first of many articles publishing research demonstrating the severe limitations of using commercially available child language tests when assessing children for speech and language disability.
(Pruitt & Oetting, 2009) Past Tense Marking by African American English-Speaking Children Reared in Poverty AND Passive Participle Marking by African American English-Speaking Children Reared in Poverty
These studies represent more evidence against the use of standardized tests when assessing the linguistic abilities of culturally or linguistically diverse (CLD) children.
This is a model evaluation of Anthony: a 3-year-old child with multiple-handicaps who has “Shaken Baby Syndrome” due to abuse.
Linguistic bias can be bias towards speakers of other languages or dialects, or towards bilingual speakers and results in inaccurate assessment of children from linguistic backgrounds other than Standard American English.