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 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 article examines the benefits and differences of bilingual children’s linguistic and cognitive development.
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.
The percentile rank of a score is percentage of total scores from the normative sample that were equal or lesser than the value of the score and can be plotted on the bell curve of a normal distribution.
A variety of assessment materials and procedures, including both static and dynamic assessments and language samples, are frequently used in speech and language as well as psychoeducational evaluations.
The terms normative sample and standardization sample refer to the same concept and are often used interchangeably. A norm referenced test uses a normative or standardization sample from the general population to determine what is “typical” or “normal” in that population.
Here is an explanation of what the language background and use section should include.
Fast mapping is a type of novel word-learning, dynamic assessment used in evaluating preschool and school-aged children.
