El SLP bilingĆ¼e
Here are some more articles about Language Samples
Ebert, K. D., & Pham, G. (2017). Synthesizing information from language samples and standardized tests in school-age bilingual assessment. Language, Speech, and Hearing Services in Schools, 48(1), 42-55. doi:10.1044/2016_LSHSS-16-0007
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This article studies the relationship between tests and language samples in school-age bilingual speakers with primary language impairment. Fifty-one bilingual children with a language disorder were assessed with language samples and standardized tests in English and Spanish. The data after the assessments show positive correlations that are indicative of a relationship between test scores and the language sample measures in both Spanish and English. This data affirms that tests and language samples complement each other in bilingual assessments but are not interchangeable since they provide different types of information.
Gutie Rrez-Clellen, V. F., Restrepo, M. A., Bedore, L., Pen A, E., & Anderson, R. (2000). Language sample analysis in Spanish-speaking children: Methodological considerations. Language, speech, and hearing services in schools, 31(1), 88–98. doi:10.1044/0161-1461.3101.88
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The lack of valid standardized language assessment tools for Spanish speaking children has underscored the need to use language samples and other informal assessments, although there’s no standard measures to compare children language samples. In this article, the authors discuss how diagnostic decisions should give special considerations to the potential impact of dialectal differences in the production of certain morphemes based on the language samples and parental report. From language samples, clinicians should describe syntactic and morphological complexities, utterance length in words, as well as a detailed analysis of the quality of children’s utterances in both languages. At the end the authors emphasize the importance of future studies to determine the clinical sensitivity of various morphological counts and alternative measures of language complexity appropriate for the language across bilingual proficiencies.
Ebert, K. D. (2020). Language sample analysis with bilingual children: Translating research to practice. Topics in Language Disorders, 40(2), 182-201. doi:10.1097/TLD.0000000000000209
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Language sample analysis has been called the “gold standard” for bilingual children language assessment. In this article, the authors state that this tool has grown substantially in the past years. Even though there appears to be discussions about measures that most consistently identify disorder and the degree to which these measures are influenced by prior language experience, specific grammatical errors and macrostructural measures continue to be highly successful differentiators within homogeneous populations, discriminate against children with less language-specific experiences, and less likely to disadvantage bilingual children. The authors recommend clinicians to continue to use language sample analysis to identify language disorders, compare skills across languages, and document language growth over time.
