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ERIC Number: EJ1029439
Record Type: Journal
Publication Date: 2013-Dec
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1092-4388
Identification of Specific Language Impairment in Bilingual Children: I. Assessment in English
Gillam, Ronald B.; Peña, Elizabeth D.; Bedore, Lisa M.; Bohman, Thomas M.; Mendez-Perez, Anita
Journal of Speech, Language, and Hearing Research, v56 n6 p1813-1823 Dec 2013
Purpose: This study was designed to derive cut scores for English testing for use in identifying specific language impairment (SLI) in bilingual children who were learning English as a second language. Method: In a 1-gate design, 167 children received comprehensive language assessments in English and Spanish during their first-grade year. The reference standard was identification by a team of expert bilingual speech-language pathologists. Receiver operating curve (ROC) analyses were used to identify the optimal prediction model for SLI. Results: The original, English EpiSLI criteria (Tomblin, Records, & Zhang, 1996) yielded a sensitivity of 0.95 and a specificity of 0.45 (LR+ = 1.73, LR- = 0.11, and AUC = 0.79) for our bilinguals. Revised cutoff scores yielded a sensitivity of 0.86 and a specificity of 0.68 (LR+ = 2.67, LR- = 0.21, and AUC = 0.77). An optimal prediction model yielded a sensitivity of 0.81 and a specificity of 0.81 (LR+ = 4.37, LR- = 0.23 and AUC = 0.85). Conclusion: The results of English testing could be used to make a reasonably accurate diagnostic decision for bilingual children who had attended public school for at least 1 year and were using English at least 30% of the time.
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: Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A