The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. ... Article
Article  |   December 01, 2013
The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach
Author Affiliations & Notes
  • Robert Kraemer
    Department of Speech Pathology and Audiology, Sacramento State University, Sacramento, CA
  • Allison Coltisor
    Department of Speech Pathology and Audiology, Sacramento State University, Sacramento, CA
  • Meesha Kalra
    Department of Speech Pathology and Audiology, Sacramento State University, Sacramento, CA
  • Megan Martinez
    Department of Speech Pathology and Audiology, Sacramento State University, Sacramento, CA
  • Bailey Savage
    Department of Speech Pathology and Audiology, Sacramento State University, Sacramento, CA
  • Stephanie Summers
    Department of Speech Pathology and Audiology, Sacramento State University, Sacramento, CA
  • Sowndherya Varadharajan
    Department of Speech Pathology and Audiology, Sacramento State University, Sacramento, CA
  • Disclosure: Financial: Robert Kraemer is an assistant professor in the Department of Speech Pathology and Audiology at California State University, Sacramento. Allison Coltisor, Meesha Kalra, Megan Martinez, Bailey Savage, Stephanie Summers, and Sowndherya Varadharajan have no financial interests to disclose.
    Disclosure: Financial: Robert Kraemer is an assistant professor in the Department of Speech Pathology and Audiology at California State University, Sacramento. Allison Coltisor, Meesha Kalra, Megan Martinez, Bailey Savage, Stephanie Summers, and Sowndherya Varadharajan have no financial interests to disclose.×
  • Nonfinancial: Robert Kraemer, Allison Coltisor, Meesha Kalra, Megan Martinez, Bailey Savage, Stephanie Summers, and Sowndherya Varadharajan have previously published in this subject area. The piece is referenced in this paper.
    Nonfinancial: Robert Kraemer, Allison Coltisor, Meesha Kalra, Megan Martinez, Bailey Savage, Stephanie Summers, and Sowndherya Varadharajan have previously published in this subject area. The piece is referenced in this paper.×
Article Information
Development / Speech, Voice & Prosodic Disorders / School-Based Settings / Language Disorders / Attention, Memory & Executive Functions / Articles
Article   |   December 01, 2013
The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach
SIG 16 Perspectives on School-Based Issues, December 2013, Vol. 14, 95-101. doi:10.1044/sbi14.4.95
SIG 16 Perspectives on School-Based Issues, December 2013, Vol. 14, 95-101. doi:10.1044/sbi14.4.95

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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