Identifying Developmental Language Disorder in Linguistically Diverse Schools
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Although clinicians have long understood the risks of misidentifying an English learner or nonmainstream dialect speaker with language impairment, research to date has lacked a more nuanced view of assessment within diverse populations. Specifically, practitioners need the knowledge and tools to diagnose “disorder within difference,” a concept that is introduced and then exemplified in this journal self-study course, based on a Language, Speech, and Hearing Services in Schools clinical forum. The authors of the articles examine a variety of assessment and screening tools used with children of varying linguistic backgrounds, including speakers of rural southern dialects, speakers of African American English, and Spanish-English bilingual children.
You will be able
- summarize evidence regarding the use of diagnostic and screening tools for speakers of nonmainstream English as well as modifications that enhance the sensitivity and specificity of these tools
- explain the potential clinical implications of the relationship between dialect density, oral language, and reading in speakers of African American English
- discuss how ability group and language competence interact in morphological development in English learners and the language sample analysis tools that most effectively assess this development
Online, multiple-choice exam
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