Which Measures Better Discriminate Language Minority Bilingual Children with and without Developmental Language Disorder? A Study Testing a Combined Protocol of First and Second Language Assessment

Autor/inn/en	Bonifacci, Paola; Atti, Elena; Casamenti, Martina; Piani, Barbara; Porrelli, Marina; Mari, Rita
Titel	Which Measures Better Discriminate Language Minority Bilingual Children with and without Developmental Language Disorder? A Study Testing a Combined Protocol of First and Second Language Assessment
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 6, S.1898-1915 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bonifacci, Paola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Developmental Disabilities; Language Impairments; Language Minorities; Bilingual Students; Children; Second Languages; Italian; Native Language; Discriminant Analysis; Language Tests; Standardized Tests + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachminderheit; Child; Kind; Kinder; Second language; Zweitsprache; Italienisch; Diskriminanzanalyse; Language test; Sprachtest; Standadised tests; Standardisierter Test
Abstract	Purpose: This study aimed to assess a protocol for the evaluation of developmental language disorder (DLD) in language minority bilingual children (LMBC). The specific aims were (a) to test group differences, (b) to evaluate the discriminant validity of single measures included in the protocol, and (c) to define which model of combined variables had the best results in terms of efficacy and efficiency. Method: Two groups of LMBC were involved, one with typical development (n = 35) selected from mainstream schools and one with DLD (n = 20). The study protocol included the collection of demographic information and linguistic history; a battery of standardized tests in their second language (Italian), including nonword repetition, morphosyntactic comprehension and production, and vocabulary and narrative skills; and direct (children's evaluation) and indirect (parents' questionnaire) assessment of linguistic skills in their first language. Results: Results showed that the two groups differed in almost all linguistic measures. None of the single measures reached good specificity/sensitivity scores. A combined model that included direct and indirect assessment of first language skills, morphosyntactic comprehension and production, and nonword repetition reached good discriminant validity, with 94.5% of cases correctly classified. Discussion: The study defines a complex picture of the linguistic profile in bilingual children with DLD, compared to typically developing bilingual peers. The results reinforce the idea that no single measure can be considered optimal in distinguishing children with DLD from typical peers. The study offers a concrete example of an effective and efficient protocol with which to discriminate LMBC with and without DLD. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01