This study investigates the use of narrative dynamic assessment in decreasing overidentification of students from American Indian communities as language impaired.
This study investigated dynamic assessment in evaluations among SLPs and explored whether different procedures would increase its use.
This study investigated how and why SLPs choose standardized assessments in their practice.
This study investigated narrative development in bilingual children as well as the possibility of an expressive-receptive language gap in the children’s L2.
This study compared current school-based SLP bilingual language assessment practices to those identified by Caesar and Kohler in 2007.
This study sought to understand school-based SLPs use a of language sample analysis in 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.
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 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).
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.
