The purpose of this article was to determine whether dynamic assessment (DA) of word learning was accurate in identifying the presence of language impairment (LI) in preschool-age bilingual children who are often misidentified as language impaired under current assessment practices due to flawed assessment procedures.
This review analyzed the literature available at the time in order to compile characteristics that would enable early intervention (EI) providers to distinguish between children who are “late talkers” but will likely catch up to their peers without therapy (as the majority do) and those who truly have a language disorder.
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 article describes a framework for schools and other educational institutions to follow in order to begin to implement RTI with their own students.
This study illustrates how important it is for an evaluator to be familiar with both the typical language practices of the communities they work in as well as the bias inherent in many of the standardized tests that are used to determine disability.
These studies represent more evidence against the use of standardized tests when assessing the linguistic abilities of culturally or linguistically diverse (CLD) children.
Roseberry-McKibbin provides an overview of factors to consider when examining the performance of children who come from low socioeconomic status backgrounds.
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 article examines the benefits and differences of bilingual children’s linguistic and cognitive development.
