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Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children.

Purpose: Bilingual children are often diagnosed with language impairment, although they may simply have fewer opportunities to learn English than English-speaking monolingual children. This study examined whether dynamic assessment (DA) of word learning skills is an effective method for identifying...

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Published in:Language, Speech & Hearing Services in Schools Vol. 43; no. 1; pp. 81 - 97
Format: research tables/charts Journal Article
Published: American Speech-Language-Hearing Association Jan2012
Online Access:View this record in EBSCOhost
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      dt: Jan2012
      vid: 43
      iid: 1
      pid: 42
      pub: American Speech-Language-Hearing Association
      place: Rockville, Maryland
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        atl: Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children.
      aug:
      sug:
        subj:
          Multilingualism
          Language Disorders Diagnosis
          Speech and Language Assessment Methods
          Vocabulary
          Learning Methods In Infancy and Childhood
          Human
          Child
          English as a Second Language
          Pretest-Posttest Design
          Hispanic Americans
          Semantics
          Phonetics
          Checklists
          Control Group
          Comparative Studies
          Language Tests
          Speech Sample
          Interrater Reliability
          Storytelling
          Mean Length of Utterance
          Descriptive Statistics
          Correlational Studies
          Experimental Studies
          Child: 6-12 years
      ab: Purpose: Bilingual children are often diagnosed with language impairment, although they may simply have fewer opportunities to learn English than English-speaking monolingual children. This study examined whether dynamic assessment (DA) of word learning skills is an effective method for identifying bilingual children with primary language impairment (PLI). Method: Fifteen 4- and 5-year-old predominantly Spanish-speaking children with typical language development (TLD) and 13 with PLI each participated in a 30- to 40-min session of DA of word learning skills following a pretest-teach-posttest design. Results: Results indicated that TLD children made associations between the phonological and semantic representations of the new words faster than children with PLI did, showing greater modifiability. Further, a combination of word learning in the receptive modality and the Learning Strategies Checklist (Lidz, 1991; Pe?a, 1993) provided the best accuracy in identifying PLI in these children. Conclusion: Findings suggest that a brief DA is a promising method for accurately differentiating children with TLD from children with PLI.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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