This article demonstrated that despite the 10 years that had passed between the publication of McCauley and Swisher (1984) and this article, the vast majority of commercially available norm-referenced tests did not provide psychometric measures deemed necessary in order to establish a test as valid.
This was one of the first of many articles publishing research demonstrating the severe limitations of using commercially available child language tests when assessing children for speech and language disability.
This article describes a framework for schools and other educational institutions to follow in order to begin to implement RTI with their own students.
This article demonstrates how many standardized tests do not even provide information about validity and reliability.
This study illustrates how important it is for an evaluator to be familiar with both the typical language practices of the communities they work in as well as the bias inherent in many of the standardized tests that are used to determine disability.
This study provided evidence that typically developing children acquiring English exhibit errors on standardized tests that are similar to the performance of monolingual children with specific language impairment.
These studies represent more evidence against the use of standardized tests when assessing the linguistic abilities of culturally or linguistically diverse (CLD) children.
This study showed that examining only one of a bilingual child’s languages does not provide an accurate representation of the child’s linguistic knowledge.
Roseberry-McKibbin provides an overview of factors to consider when examining the performance of children who come from low socioeconomic status backgrounds.
This study proved that measures other than standardized language assessments can more accurately identify language impairment in culturally and linguistically diverse children (in this case monolingual Spanish speakers).
