Cross-Cultural Assessment of Young Children's Language and Literacy Development Speech-language pathologists are faced with an increasing demand to conduct language and literacy assessments for children who are from cultures different from their own. Cross-cultural assessment is challenging. This article outlines the conditions necessary for successful implementation of culturally appropriate models of assessment. Alternative approaches to assessment are proposed that ... Article
Article  |   June 01, 2008
Cross-Cultural Assessment of Young Children's Language and Literacy Development
Author Affiliations & Notes
  • Angela Losardo
    Department of Language, Reading, and Exceptionalities, Appalachian State University, Boone, NC
  • Angela Notari-Syverson
    Seattle Public Schools, Seattle, WA
  • Thalia Coleman
    Department of Language, Reading, and Exceptionalities, Appalachian State University, Boone, NC
  • Dawn C. Botts
    Department of Language, Reading, and Exceptionalities, Appalachian State University, Boone, NC
Article Information
Development / Cultural & Linguistic Diversity / School-Based Settings / Normal Language Processing / Articles
Article   |   June 01, 2008
Cross-Cultural Assessment of Young Children's Language and Literacy Development
SIG 16 Perspectives on School-Based Issues, June 2008, Vol. 9, 71-78. doi:10.1044/sbi9.2.71
SIG 16 Perspectives on School-Based Issues, June 2008, Vol. 9, 71-78. doi:10.1044/sbi9.2.71
Abstract

Speech-language pathologists are faced with an increasing demand to conduct language and literacy assessments for children who are from cultures different from their own. Cross-cultural assessment is challenging. This article outlines the conditions necessary for successful implementation of culturally appropriate models of assessment. Alternative approaches to assessment are proposed that will guide speech-language pathologists about where, when, and how to assess children. Embedded approaches, authentic approaches, mediated approaches, and comprehensive models offer the speech-language pathologist the option of using assessment activities which can be adapted to match the needs of the child being assessed. And finally, ideas for family-professional collaboration in the assessment of young children's language and literacy development are provided.

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