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.
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.
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.
An examination between second language exposure and morphosyntactic and semantic development in preschoolers.
This article examines the benefits and differences of bilingual children’s linguistic and cognitive development.
In the last few years, three important articles studying the usefulness of dynamic assessment (DA) procedures as diagnostic tools in identifying language impairment (LI) have been published. DA is especially important to SLPs working with culturally and linguistically diverse (CLD) children because it has been shown to be less biased against those individuals than traditional methods of assessment (i.e., static assessment).
