
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.
This language elicitation card and questions were designed as a tool to be used in assessing language for preschool and elementary school aged children.
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.
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.
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.
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.
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.
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.
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.
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.
This document contains the nonword tasks first developed by Dollaghan & Campbell (1998) as part of assessment that is less biased towards diverse populations.