This study investigates the use of narrative dynamic assessment in decreasing overidentification of students from American Indian communities as language impaired.
(Peterson, Chanthongthip, Ukrainetz, Spencer & Steeve, 2017) Dynamic assessment of narratives: Efficient, accurate identification of language impairment in bilingual students
This study investigated dynamic assessment in evaluations among SLPs and explored whether different procedures would increase its use.
(Betz, Eickhoff, & Sullivan, 2013) Factors Influencing the Selection of Standardized Tests for the Diagnosis of Specific Language Impairment
This study investigated how and why SLPs choose standardized assessments in their practice.
(Gibson, Peña & Bedore, 2018) The Receptive-Expressive Gap in English Narratives of Spanish-English Bilingual Children With and Without Language Impairment
This study investigated narrative development in bilingual children as well as the possibility of an expressive-receptive language gap in the children’s L2.
(Arias & Friberg, 2017) Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools
This study compared current school-based SLP bilingual language assessment practices to those identified by Caesar and Kohler in 2007.
(Pavelko, Owens, Ireland, & Hahs-Vaughn, 2016) Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey.
This study sought to understand school-based SLPs use a of language sample analysis in assessment.
(Hendricks & Adlof, 2017) Language Assessment With Children Who Speak Nonmainstream Dialects: Examining the Effects of Scoring Modifications in Norm-Referenced Assessment
This study investigated the accuracy of using modified scoring procedures on standardized tests in accurately differentiating between typically developing and language impaired nonmainstream dialect speakers.
(Hamilton, Angulo-Jiménez, Taylo, & DeThorne, 2018) Clinical Implications for Working With Nonmainstream Dialect Speakers: A Focus on Two Filipino Kindergartners
This study investigates the status of Nonmainstream dialect speakers by comparing the language development of two kindergarten boys speaking Philippine English (PE). It investigates the usefulness of standardized tests as well as current level of academic language support with these populations.
This document is based upon the requirements of the federal, state, and city law, regulations, and policies.
(Burns, de Villiers, Pearson, & Champion 2012) Dialect-Neutral Indices of Narrative Cohesion and Evaluation
This study investigated the usefulness of specific narrative elements determined to be “dialect neutral” in discriminating between typically developing and language impaired speakers, regardless of dialect status (General American English vs. African American English).