SLAM Bunny Goes to School Cards – Jamaica
This set of language elicitation cards and questions was designed as a tool to be used in assessing language for preschool and elementary school aged children.
SLAM Bunny Goes to School Cards – Ghana
This set of language elicitation cards and questions was designed as a tool to be used in assessing language for preschool and elementary school aged children.
SLAM Following Directions Bus Stop Picture
This image and set of questions was designed as a tool to target following directions. It was intended to be used in assessing language for preschool and elementary school aged children.
Understanding Assessment: The Critical Questions
Dr. Catherine Crowley developed these questions over the course of her clinical practice. She has found them to be the most effective and valid pieces of information needed by the evaluator in order to distinguish language difference from disorder, especially in culturally and linguistically diverse populations.
SLAM Subway Picture
This language elicitation card and questions were designed as a tool to be used in assessing language for preschool and elementary school aged children.
SLAM Lost Cellphone Cards
This set of language elicitation cards and questions was designed as a tool to be used in assessing language for junior high and high school aged children.
SLAM Baseball Troubles Cards
This set of language elicitation cards and questions was designed as a tool to be used in assessing language for junior high and high school aged children.
SLAM Dog Comes Home Cards
This set of language elicitation cards and questions was designed as a tool to be used in assessing language for preschool and elementary school aged children.
SLAM Bunny Goes to School Cards
This set of language elicitation cards and questions was designed as a tool to be used in assessing language for preschool and elementary school aged children.
(Dollaghan & Campbell, 1998) Nonword Repetition and Child Language Impairment
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.