Assessment and Intervention for English Language Learners with Primary Language Impairment: Research-Based Best Practices

Autor/inn/en	Pieretti, Robert A.; Roseberry-McKibbin, Celeste
Titel	Assessment and Intervention for English Language Learners with Primary Language Impairment: Research-Based Best Practices
Quelle	In: Communication Disorders Quarterly, 37 (2016) 2, S.117-128 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740114566652
Schlagwörter	English Language Learners; Language Impairments; Best Practices; Evidence Based Practice; Speech Language Pathology; Intervention; Evaluation; Informal Assessment; Standardized Tests + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Evaluierung; Standadised tests; Standardisierter Test
Abstract	Speech-language pathologists (SLPs) are experiencing the exciting challenge of serving increasing numbers of English Language Learners (ELLs) in U.S. schools. When ELLs struggle in school, they may be overreferred for speech-language services. SLPs are routinely expected to differentiate a language difference based on cultural, linguistic, and environmental characteristics from an underlying primary language impairment (PLI). This tutorial is designed to guide researchers and practicing professionals in the selection of research-based best practices for assessment and intervention for ELLs with potential PLI. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01