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 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.
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.
In the last few years, three important articles studying the usefulness of dynamic assessment (DA) procedures as diagnostic tools in identifying language impairment (LI) have been published. DA is especially important to SLPs working with culturally and linguistically diverse (CLD) children because it has been shown to be less biased against those individuals than traditional methods of assessment (i.e., static assessment).
A lack of culturally or linguistically sensitive assessments and/or evaluators can lead to high rates of disproportionality in referrals to special services.
Linguistic bias can be bias towards speakers of other languages or dialects, or towards bilingual speakers and results in inaccurate assessment of children from linguistic backgrounds other than Standard American English.
