Verbs (Grammar Fundamentals: Module 03)
Module 3 in this series outlines some morphosyntactic features of American English dialects relating to the use of verbs.
Nouns, Determiners and Pronouns (Grammar Fundamentals: Module 02)
Module 2 in this series outlines some morphosyntactic features of American English dialects relating to the use of nouns, determiners and pronouns.
Insights from Grammar (Grammar Fundamentals: Module 01)
Module 1 outlines key considerations in the differentiation between a language disorder and a language difference. Find the other modules in this series below.
THPH: Module 1.2- Introducción – Efecto del Paladar Hendido en el Habla
Esta parte describe los efectos del paladar hendido/ fisura palatina en la producción de los sonidos y el habla. / This section describes the effect of cleft palate on speech sounds and speech production.
THPH: Module 1.3- Introducción – Desarollo Embriológico del Paladar Hendido
La tercera parte de la primera clase trata del desarollo embriológico del paladar hendido. / The third section discusses embryological development of cleft lip and palate.
What does it mean to know a language? (Reading Development: Module 01)
This module examines the implicit knowledge that proficient/native speakers have about their language through a linguistic task.
Dynamic Assessment: How Does it Work in the Real World of Preschool Evaluations?
In a disability evaluation, we ask a child to point “to the triangle” or “to the author” as part of test developed to identify disorder. An evaluator who uses this kind of test to identify disability must assume that all children being evaluated have had similar...Aligning IEP Goals to the CCSS: Case Study- Joey
This case study is part of the Aligning IEP goals with the Common Core State Standards series for Joey, a 6 year old of Puerto Rican descent.
Test Review: CELF-5
Parts of the CELF-5 can be used to probe for information and language samples, but its limitations prevent it from being used to identify disorder or disability.
(Alt, Meyers, & Figueroa 2013) Factors That Influence Fast Mapping in Children Exposed to Spanish and English
The current study asked whether bilingual children would show less advantage in fast-mapping high-probability words as a result of interference from the second language (in this case Spanish) when compared to monolingual (English) children.
