Model Eval: 3;0- English- Severe Language Delay- Blind/ Multiple Handicaps
This is a model evaluation of Martha: a prelinguistic 3-year-old child who is blind and has very significant cognitive, fine motor, and gross motor impairments.
Model Eval: 3;0- AAE/ SAE- Severe Language Delay- Shaken Baby Syndrome
This is a model evaluation of Anthony: a 3-year-old child with multiple-handicaps who has “Shaken Baby Syndrome” due to abuse.
(Umbel, Pearson, Fernandez & Oller, 1992) Measuring Bilingual Children’s Receptive Vocabularies
This study showed that examining only one of a bilingual child’s languages does not provide an accurate representation of the child’s linguistic knowledge.
(Roseberry-McKibbin, 2008) Introduction to Poverty- Variables Affecting Students’ Performance
Roseberry-McKibbin provides an overview of factors to consider when examining the performance of children who come from low socioeconomic status backgrounds.
(Restrepo, 1998) Identifiers of Predominantly Spanish-Speaking Children with Language Impairment
This study proved that measures other than standardized language assessments can more accurately identify language impairment in culturally and linguistically diverse children (in this case monolingual Spanish speakers).
(Horton-Ikard & Weismer, 2007) A Preliminary Examination of Vocabulary and Word Learning in African American Toddlers From Middle and Low Socioeconomic Status Homes
This study added to the growing body of literature demonstrating a correlation between socioeconomic status and performance on standardized vocabulary tests.
(Hart & Risley, 1995) Meaningful Differences in the Everyday Experience of Young American Children
This study presented the findings and implications for clinicians, educators, and policy makers after recording all interactions between caregivers and children, from age 7 months to 3 years old, in different socioeconomic classes for 1 hour per week.
(Harry & Klingner, 2006) Why Are So Many Minority Students in Special Education? Understanding Race and Disability in Schools
This book addresses the constellation of factors that have contributed to the misidentification of minority/culturally and linguistically diverse children as needing special education services and provides suggestions for improving the special education referral process.
(Dollaghan & Horner, 2011) Bilingual Language Assessment: A Meta-Analysis of Diagnostic Accuracy
Authors conducted a meta-analysis of diagnostic studies for language impairment in bilingual children and found a serious lack of necessary psychometric measures in the vast majority of studies examined.
(Bedore et al., 2012) The Measure Matters: Language Dominance Profiles across Measures in Spanish–English Bilingual Children
An examination between second language exposure and morphosyntactic and semantic development in preschoolers.
