LSHSS Papers in Press
Published online November 3, 2011
Language, Speech, and Hearing Services in Schools 2011; doi:10.1044/0161-1461(2011/10-0095)

Language, Speech, and Hearing Services in Schools 2012;43:81.

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Article

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

Maria Kapantzoglou
M. Adelaida Restrepo
Marilyn S. Thompson
Arizona State University

Maria Kapantzoglou, Arizona State University, Speech and Hearing Science, PO Box 870102, Tempe, AZ 85287-0102. E-mail: mkapantz{at}asu.edu.

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 4–5 year-old predominantly Spanish-speaking children with typical language development (TL) and 13 with PLI each participated in a 30–40 minute session of DA of word learning skills following a pretest-teach-posttest design.

Results: Results indicated that children with TL made associations between the phonological and semantic representations of the new words faster than children with PLI, showing greater modifiability. Further, a combination of word learning in the receptive modality and the Learning Strategies Checklist provided the best accuracy in identification of PLI in these children.

Conclusions: Findings suggest a brief DA is a promising method for accurate differentiation of children with TL and PLI.


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J. L. Patterson, B. L. Rodriguez, and P. S. Dale
Response to Dynamic Language Tasks Among Typically Developing Latino Preschool Children With Bilingual Experience
Am J Speech Lang Pathol, February 1, 2013; 22(1): 103 - 112.
[Abstract] [Full Text] [PDF]