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; Peña, 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.
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; Peña, 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.
Authors: Anny Castilla-Earls; Lisa Bedore; Raúl Rojas; Leah Fabiano-Smith; Sonja Pruitt-Lord; María Adelaida Restrepo; Elizabeth Peña Journal: Am J Speech Lang Pathol Date: 2020-08-04 Impact factor: 2.408
Authors: Javier Jasso; Stephanie McMillen; Jissel B Anaya; Lisa M Bedore; Elizabeth D Peña Journal: Am J Speech Lang Pathol Date: 2020-04-21 Impact factor: 2.408
Authors: Gabriela Simon-Cereijido; Lisa M Bedore; Elizabeth D Peña; Aquiles Iglesias Journal: Am J Speech Lang Pathol Date: 2020-08-04 Impact factor: 2.408
Authors: Brian A Collins; Erin E O'Connor; Carola Suárez-Orozco; Alfonso Nieto-Castañon; Claudio O Toppelberg Journal: Appl Psycholinguist Date: 2014-05-01