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).
This article was one of the first to investigate nonword repetition as dynamic assessment. It also highlighted its importance as a less biased measure of language impairment for individuals from culturally and linguistically diverse backgrounds.
A summary of the National Literacy Panel’s findings with regard to evidence based literacy instructions for English Language Learners and suggestions for clinicians and educators.
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.
The current study asked whether bilingual children would show less advantage in fast-mapping high-probability words as a result of interference from the second language (in this case Spanish) when compared to monolingual (English) children.
This document relays some important points about why practitioners must take care when labeling children as having a disability or not because of the effects it can have on their academic futures.
This article highlighted the role that evaluators play in perpetuating the achievement gap between students from different socioeconomic backgrounds.
This study has exposed the disconnect between research, state and federal law, and clinical practice.
This is a textbook for educators and clinicians working with children whose primary deficits differ from the Standard American English (SAE) normally taught in schools.
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 who are often misidentified as language impaired under current assessment practices due to flawed assessment procedures.