Malagasy Screener
Click here to access a cleft palate speech screener in Malagasy, the language of Madagascar.
(Petersen, Gragg & Spencer, 2018) Predicting reading problems 6 years into the future: Dynamic assessment reduces bias and increases classification accuracy
This study investigated the effectiveness of a dynamic assessment task in accurately identifying kindergarteners, especially those from CLD backgrounds, that would continue to need reading intervention and support up to 6 years into the future.
(Nippold, Mansfield, Billow & Tomblin, 2008) Expository Discourse in Adolescents With Language Impairments: Examining Syntactic Development
This study investigated the effectiveness of expository discourse language sample analysis in differentiating between typically developing and language impaired adolescents.
(Justice et al, 2006) The Index of Narrative Microstructure: A Clinical Tool for Analyzing School-Age Children’s Narrative Performances
This study investigated measures and developed a tool for analyzing narrative microstructure.
(Nippold, Hesketh, Duthie & Mansfield, 2005) Conversational Versus Expository Discourse: A Study of Syntactic Development in Children, Adolescents, and Adults
This study investigated the development syntax in conversational versus expository discourse across the lifetime.
(Henderson, Restrepo, & Aiken, 2018) Dynamic Assessment of Narratives Among Navajo Preschoolers
This study investigates the use of narrative dynamic assessment in decreasing overidentification of students from American Indian communities as language impaired.
(Peterson, Chanthongthip, Ukrainetz, Spencer & Steeve, 2017) Dynamic assessment of narratives: Efficient, accurate identification of language impairment in bilingual students
This study investigated dynamic assessment in evaluations among SLPs and explored whether different procedures would increase its use.
(Betz, Eickhoff, & Sullivan, 2013) Factors Influencing the Selection of Standardized Tests for the Diagnosis of Specific Language Impairment
This study investigated how and why SLPs choose standardized assessments in their practice.
(Gibson, Peña & Bedore, 2018) The Receptive-Expressive Gap in English Narratives of Spanish-English Bilingual Children With and Without Language Impairment
This study investigated narrative development in bilingual children as well as the possibility of an expressive-receptive language gap in the children’s L2.
(Pavelko, Owens, Ireland, & Hahs-Vaughn, 2016) Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey.
This study sought to understand school-based SLPs use a of language sample analysis in assessment.
