Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children

Autor/inn/en	Kapantzoglou, Maria; Restrepo, M. Adelaida; Thompson, Marilyn S.
Titel	Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children
Quelle	In: Language, Speech, and Hearing Services in Schools, 43 (2012) 1, S.81-96 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2011/10-0095)
Schlagwörter	Speech Communication; Semantics; Language Impairments; Learning Strategies; Monolingualism; Spanish Speaking; Language Acquisition; Bilingualism; English Language Learners; Preschool Children; Speech Language Pathology; Comparative Analysis; Pretests Posttests; Vocabulary Development; Check Lists; Identification + Suchen Sie Ihr Suchwort? Semantik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sprachaneignung; Spracherwerb; Bilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Checkliste; Identifikation; Identifizierung
Abstract	Purpose: Bilingual children are often diagnosed with language impairment, although they may simply have fewer opportunities to learn English than English-speaking monolingual children. This study examined whether dynamic assessment (DA) of word learning skills is an effective method for identifying bilingual children with primary language impairment (PLI). Method: Fifteen 4- and 5-year-old predominantly Spanish-speaking children with typical language development (TLD) and 13 with PLI each participated in a 30- to 40-min session of DA of word learning skills following a pretest-teach-posttest design. Results: Results indicated that TLD children made associations between the phonological and semantic representations of the new words faster than children with PLI did, showing greater modifiability. Further, a combination of word learning in the receptive modality and the Learning Strategies Checklist (Lidz, 1991; Pena, 1993) provided the best accuracy in identifying PLI in these children. Conclusion: Findings suggest that a brief DA is a promising method for accurately differentiating children with TLD from children with PLI. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10