Culture and Language Assessment

Language Testing and Assessment ◽

10.1007/978-3-319-02326-7_3-1 ◽

2016 ◽

pp. 1-17

Author(s):

Angela Scarino

Keyword(s):

Language Assessment ◽

Culture And Language

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MIRA: A Concept in Receptive Language Assessment of Bilingual Children

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0601.24 ◽

1975 ◽

Vol 6 (1) ◽

pp. 24-28

Author(s):

Shirley A. Nelson-Burgess ◽

Marion D. Meyerson

Keyword(s):

Language Assessment ◽

Receptive Language ◽

Bilingual Children

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Language Test Content

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1401.07 ◽

1983 ◽

Vol 14 (1) ◽

pp. 7-21 ◽

Cited By ~ 1

Author(s):

Robert E. Owens ◽

Martha J. Haney ◽

Virginia E. Giesow ◽

Lisa F. Dooley ◽

Richard J. Kelly

Keyword(s):

Test Item ◽

Language Assessment ◽

Assessment Tools ◽

Language Test ◽

Speech Language Pathologists ◽

Diagnostic Aid ◽

Item Content

This paper examines the test item content of several language assessment tools. A comparison of test breadth and depth is presented. The resultant information provides a diagnostic aid for school speech-language pathologists.

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The Token and Reporter's Tests

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1604.244 ◽

1985 ◽

Vol 16 (4) ◽

pp. 244-255

Author(s):

Penelope K. Hall ◽

Linda S. Jordan

Keyword(s):

Language Development ◽

Language Disorders ◽

Language Assessment ◽

Assessment Instruments ◽

Token Test ◽

Normal Language

The performance of 123 language-disordered children on the DeRenzi and Faglioni form of the Token Test and the DeRenzi and Ferrari Reporter's Test were analyzed using two scoring conventions, and then compared with the performances of children with presumed normal language development. Correlations with other commonly used language assessment instruments are cited. Use of the Token and Reporter's Tests with children exhibiting language disorders is suggested.

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Conceptualizing Bilingualism: Defining the Standard for Child Language Assessment

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds11.2.19 ◽

2004 ◽

Vol 11 (2) ◽

pp. 19-24

Author(s):

Brenda K. Gorman ◽

Rachel G. Aghara

Keyword(s):

Child Language ◽

Language Assessment

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Spoken Language Assessment Considerations for Children With Hearing Impairment When the Home Language Is Not English

Perspectives on Hearing and Hearing Disorders Research and Diagnostics ◽

10.1044/hhd21.1.4 ◽

2011 ◽

Vol 21 (1) ◽

pp. 4-19

Author(s):

M. Douglas

Keyword(s):

Hearing Impairment ◽

Language Assessment ◽

Spoken Language ◽

Home Language

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Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig14.29 ◽

2017 ◽

Vol 2 (14) ◽

pp. 29-40 ◽

Cited By ~ 2

Author(s):

Christine Vining ◽

Edgarita Long ◽

Ella Inglebret ◽

Megan Brendal

Keyword(s):

American Indian ◽

Language Learners ◽

Alaska Native ◽

Dual Language ◽

Linguistic Diversity ◽

Critical Role ◽

Language Assessment ◽

Assessment Process ◽

Dual Language Learners ◽

Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

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The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

Perspectives on School-Based Issues ◽

10.1044/sbi14.4.95 ◽

2013 ◽

Vol 14 (4) ◽

pp. 95-101 ◽

Cited By ~ 2

Author(s):

Robert Kraemer ◽

Allison Coltisor ◽

Meesha Kalra ◽

Megan Martinez ◽

Bailey Savage ◽

...

Keyword(s):

Language Learning ◽

Language Impairment ◽

Specific Language Impairment ◽

English Language ◽

Language Assessment ◽

The United States ◽

English Language Learning ◽

Assessment Practices ◽

Evidence Based ◽

English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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