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.
(Kapantzoglou, Restrepo, & Thompson, 2012) Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children
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.
(Olswang, Rodriguez, & Timler, 1998) Recommending Intervention for Toddlers With Specific Language Learning Difficulties: We May Not Have All the Answers, But We Know a Lot
This review analyzed the literature available at the time in order to compile characteristics that would enable early intervention (EI) providers to distinguish between children who are “late talkers” but will likely catch up to their peers without therapy (as the majority do) and those who truly have a language disorder.
This article demonstrated that despite the 10 years that had passed between the publication of McCauley and Swisher (1984) and this article, the vast majority of commercially available norm-referenced tests did not provide psychometric measures deemed necessary in order to establish a test as valid.
(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.
This article describes a framework for schools and other educational institutions to follow in order to begin to implement RTI with their own students.
(Spaulding, Plante, & Farinella, 2006) Eligibility Criteria for Language Impairment: Is the Low End of Normal Always Appropriate?
This article demonstrates how many standardized tests do not even provide information about validity and reliability.
(Peña & Quinn, 1997) Task Familiarity: Effects on the Test Performance of Puerto Rican and African American Children
This study illustrates how important it is for an evaluator to be familiar with both the typical language practices of the communities they work in as well as the bias inherent in many of the standardized tests that are used to determine disability.
(Paradis, 2005) Grammatical Morphology in Children Learning English as a Second Language: Implications of Similarities with Specific Language Impairment
This study provided evidence that typically developing children acquiring English exhibit errors on standardized tests that are similar to the performance of monolingual children with specific language impairment.
(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.