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).
This study added to the growing body of literature demonstrating a correlation between socioeconomic status and performance on standardized vocabulary tests.
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.
