Year: 2013
Type: article
Study design: Observational Study
Abstract: Speech-language assessment of bilingualSpanish-English speaking children in the United States has been
difficult for researchers and clinicians because there are few
assessment measures that have been comprehensively studied with
this population, and none have shown to be optimal. In recent
years, additional assessment measures have been recommended for
this population, but few studies have examined the effectiveness of
these measures to accurately differentiate children with typical
language from children with language impairments. This study
examined whether a specific assessment measure is best in
differentiating typical language learners and children with
language impairment; and whether there are a group of assessment
measures that collectively best differentiate the TL and LI groups
of children. Selected language assessment measures were
administered to 30 Mexican-American 4 and 5 year old bilingual
Spanish-English speaking children (15 TL and 15 LI) to determine
the predictive value of each assessment measure, as well as which
group of predictors can appropriately identify LI and TL children.
Using a multiple linear regression analysis, this study found that
all of the assessment measures except the dynamic assessment task
and NWR English task can be used to assist in the identification of
language impairment. Spanish standardized assessments were highly
discriminating and strongly correlated with language status. Other
assessment measures including the English standardized assessments,
language sample, parent interview, and NWR Spanish tasks were
highly discriminating and moderately correlated with language
status. The results from this study suggest that a parent
interview, Spanish and English standardized assessment, and
language sample can be administered as a comprehensive battery to
identify children with language impairment.
Author: Rochel Lazewnik
Institution: University of Cincinnati
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2256575175