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ERIC Number: EJ1015612
Record Type: Journal
Publication Date: 2013-Jun
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1092-4388
Discriminating Children with Language Impairment among English-Language Learners from Diverse First-Language Backgrounds
Paradis, Johanne; Schneider, Phyllis; Duncan, Tamara Sorenson
Journal of Speech, Language, and Hearing Research, v56 n3 p971-981 Jun 2013
Purpose: In this study, the authors sought to determine whether a combination of English-language measures and a parent questionnaire on first-language development could adequately discriminate between English-language learners (ELLs) with and without language impairment (LI) when children had diverse first-language backgrounds. Method: Participants were 152 typically developing (TD) children and 26 children with LI; groups were matched for age ("M" = 5;10 [years;months]) and exposure to English ("M" = 21 months). Children were given English standardized tests of nonword repetition, tense morphology, narrative story grammar, and receptive vocabulary. Parents were given a questionnaire on children's first-language development. Results: ELLs with LI had significantly lower scores than the TD ELLs on the first-language questionnaire and all the English-language measures except for vocabulary. Linear discriminant function analyses showed that good discrimination between the TD and LI groups could be achieved with all measures, except vocabulary, combined. The strongest discriminator was the questionnaire, followed by nonword repetition and tense morphology. Conclusion: Discrimination of children with LI among a diverse group of ELLs might be possible when using a combination of measures. Children with LI exhibit deficits in similar linguistic/cognitive domains regardless of whether English is their first or second language. (Contains 5 tables.)
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Edmonton); Canada (Toronto)
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A