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...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 43; no. 1; pp. 81 - 97 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jan2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=70199214&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 70199214 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jan2012 vid: 43 iid: 1 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 70199214 70199214 70199214 10.1044/0161-1461(2011/10-0095) 70199214 ppf: 81 ppct: 16 formats: fmt: @attributes: type: P tig: atl: Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children. aug: au: Kapantzoglou, Maria Restrepo, M. Adelaida Thompson, Marilyn S. affil: Arizona State University, Tempe 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; Peņa, 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 refInfo: holdings: @attributes: islocal: N |
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