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Communication Development and Disorders in Multicultural Populations: Readings and Related Materials
American Speech-Language-Hearing Association. Definition Bilingual Speech-Language Pathologists and Audiologists. Rockville, MD.
Craig, H.K., & Washington, J.A. (2000). An assessment battery for identifying language impairments in African American children. Journal of Speech, Language, and Hearing Research, 43(2), 366- 379.
Gillam, R.B., & Peña, E.D. (2004). Dynamic assessment of children from culturally diverse backgrounds. Newsletter of the ASHA Special Interest Division 1: Perspectives on Language, Learning and Education, 11(2), 2-5.
Goldstein, B. (2000). Cultural and linguistic diversity resource guide for speech-language pathologists. San Diego, CA: Singular Publishing Group, Inc.
Gorman, B.K., & Aghara, R.G. (2004). Conceptualizing bilingualism: Defining the standard for child language assessment. Newsletter of the ASHA Special Interest Division 1: Perspectives on Language, Learning and Education, 11(2), 20- 24.
Guitérrez-Clellen, V.F., Restrepo, M.A., Bedore, L., Peña, L., & Anderson, R. (2000) Language Sample Analysis in Spanish-Speaking Children: Methodological Considerations. Language, Speech, and Hearing Services in Schools, 31, 88-98.
Guitérrez-Clellen, V.F., & Peña, E. (2001). Dynamic assessment of diverse children: A tutorial. Language, Speech, and Hearing Services, 32(4), 212- 224.
Hammer, C.S. (2004). Assessing Latino children’s emergent literacy abilities. Newsletter of the ASHA Special Interest Division 1: Perspectives on Language, Learning and Education, 11(2), 15- 19.
Hammer, C.S., Pennock-Roman, M., Rzasa, S., & Tomblin, J.B. (2002). An analysis of the Test of Language Development- Primary for item bias. American Journal of Speech-Language Pathology, 11, 274-284.
Hwa-Froelich, D.A. (2004). Play assessment for children from culturally and linguistically diverse backgrounds. Newsletter of the ASHA Special Interest Division 1: Perspectives on Language Learning and Education, 11(2), 6- 10.
Hwa-Froelich, D., Westby, C.E., & Schommer-Aikins, M. (2000). Assessing language learnability. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 6(3), 1-6..
Jacobs, E.L. (2001). The effects of adding dynamic assessment components to a computerized preschool language screening test. Communication Disorders Quarterly, 22(4), 217- 226.
Laing, S.P. (2003). Assessment of phonology in preschool African American Vernacular English speakers using an alternate response mode. American Journal of Speech-Language Pathology, 12(3), 273- 281.
Long, E., & Vining, C.B. (2000). Language characteristics of Native American children: Considerations for assessment. Newsletter of the ASHA Special Interest Division l4: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 6(3), 6-10.
Losardo, A., & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore, MD: Paul H. Brookes Publishing Company.
Peña, E.D. (2000). Measurement of modifiability in children from culturally and linguistically diverse backgrounds. Communication Disorders Quarterly, 21(2), 87- 97.
Peña, E., Iglesias, A., & Lidz, C.S. (2001). Reducing test bias through dynamic assessment of children’s word learning ability. American Journal of Speech-Language Pathology, 10(2), 138- 154.
Rescorla, L. (2004). Comparing expressive vocabulary size in children from bilingual and monolingual home environments: A reply to Patterson’s (2004) commentary. Journal of Speech, Language, and Hearing Research, 47(5), 1216- 1217.
Rescorla, L., & Achenbach, T. (2002). Use of the Language Development Survey (LDS) in a national probability sample of children 18 to 35 months old. Journal of Speech, Language, and Hearing Research, 45, 733- 743.
Restrepo, M.A., & Silverman, S.W. (2001). Validity of the Spanish Preschool Language Scale-3 for use with bilingual children. American Journal of Speech-Language Pathology, 10(4), 382- 393.
Rollins, P.R., McCabe, A., & Bliss, L. (2000). Culturally sensitive assessment of narrative in children. Seminars in Speech and Language, 21, 223- 234.
Smith, T.T., Myers-Jennings, C., & Coleman, T. (2000). Assessment of language skills in rural preschool children. Communication Disorders Quarterly, 21(2), 98- 113.
Stockman, I.J. (2000). The new Peabody Picture Vocabulary Test-III: An illusion of unbiased assessment? Language, Speech, and Hearing Services in Schools 31(4), 340- 353.
Thal, D., Jackson-Maldonado, D., & Acosta, D. (2000). Validity of parent-report measure of vocabulary and grammar for Spanish-speaking toddlers. Journal of Speech, Language, and Hearing Research, 43(5), 1087- 1100.
Thomas-Tate, S., Washington, J., & Edwards, J. (2004). Standardized assessment of phonological awareness skills in low-income African American first graders. American Journal of Speech-Language Pathology, 13, 182-190.
Ukrainetz, T.A., Harpell, S., Walsh, C., & Coyle, C. (2000). A Preliminary Investigation of Dynamic Assessment with Native American Kindergartners. Language, Speech, and Hearing Services in Schools, 31(2), 142-154.
Vigil, D.C., & Westby, C.E. (2004). Caregiver interaction style. Newsletter of the ASHA Special Interest Division 1: Perspectives on Language, Learning and Education, 11(2), 10- 15.
Weismer, S.E., Tomblin, J.B., Zhang, X., Buckwalter, P., Chynoweth, J.G., & Jones, M. (2000). Nonword repetition performance in school-age children with and without language impairment. Journal of Speech, Language, and Hearing Research, 43(4), 865- 878.
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