Alternatives to Traditional Language Sample Measures with Emergent Bilingual Preschoolers

Autor/in	Guiberson, Mark
Titel	Alternatives to Traditional Language Sample Measures with Emergent Bilingual Preschoolers
Quelle	In: Topics in Language Disorders, 40 (2020) 2, (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000208
Schlagwörter	Preschool Children; Bilingualism; Language Skills; Language Impairments; Evaluation Methods; Clinical Diagnosis + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingualismus; Language skill; Sprachkompetenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	The aim of this article was to evaluate the use of alternatives to traditional language sample analysis (LSA) measures with bilingual preschool-aged children. A database of 184 bilingual preschool children, including children with developmental language disorder (DLD), was used in this study. The goals of the study were to establish the convergent validity between traditional language sample measures and alternative measures of clinician-observed and parent-reported longest utterance, compare groups across traditional and alternative measures, and establish to what extent alternative measures predict language status (typical or DLD). Results indicated that alternative measures may be useful in describing the language of preschool bilingual children, but none of the measures alone would provide adequate diagnostic information to make a determination of DLD status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01