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ERIC Number: EJ972189
Record Type: Journal
Publication Date: 2012-Jan
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0161-1461
Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children
Kapantzoglou, Maria; Restrepo, M. Adelaida; Thompson, Marilyn S.
Language, Speech, and Hearing Services in Schools, v43 n1 p81-96 Jan 2012
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- and 5-year-old predominantly Spanish-speaking children with typical language development (TLD) and 13 with PLI each participated in a 30- to 40-min session of DA of word learning skills following a pretest-teach-posttest design. Results: Results indicated that TLD children made associations between the phonological and semantic representations of the new words faster than children with PLI did, showing greater modifiability. Further, a combination of word learning in the receptive modality and the Learning Strategies Checklist (Lidz, 1991; Pena, 1993) provided the best accuracy in identifying PLI in these children. Conclusion: Findings suggest that a brief DA is a promising method for accurately differentiating children with TLD from children with PLI.
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: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A