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.
This is a model evaluation of AR: a 4;7 year old simultaneous bilingual Spanish/English girl with typically developing language skills despite evidence of deficit in both languages.
The CELF-4 is a standardized test designed to assess the presence of a language disorder or delay in Spanish speaking children which should be used to probe for information and not to identify a disorder or disability.
The CELF-P2 is designed to assess the presence of a language disorder or delay in Spanish speaking students and only be used to probe for information and not to identify a disorder or disability.
This resource, originally published in 1997, consists of reviews of standardized tests that are intended to measure language and communication skills. This volume is one in a series of guides for assessment in the New York City Public Schools.
This resource, originally published in 1994, consists of reviews of tests and other measures that may be used to obtain information about the preschool child who is suspected of having an educational disability.
Cate Crowley and several recent graduates of the Teachers College Columbia University speech-language pathology program created and presented this poster at the ASHA convention in Chicago, 2013.
Two recent graduates of the Teachers College Columbia University speech-language pathology program, supervised by Cate Crowley, created and presented this poster at the ASHA convention in Chicago, 2013.
Cate Crowley and several recent graduates of the Teachers College Columbia University speech-language pathology program created and presented this poster at the ASHA convention in Chicago, 2013.
