Assessing Culturally and Linguistically Diverse Populations

Communication Development and Disorders in Multicultural Populations

Readings and Related Materials

Ball, M. (Ed.) (2005). Clinical sociolinguistics. Malden, MA: Blackwell.

Bland-Stewart, L., & Pearson, B.Z. (2006). Difference vs. deficit: Delving into a solution with the new norm-referenced Diagnostic Evaluation of Language Variation (DELV-NR). Newsletter of the ASHA Special Interest Division14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 13(1), 18–24.

Caesar, L.G., & Kohler, P.D. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines. Language, Speech, and Hearing Services in Schools, 38, 190–200.

Centeno, J.G., & Eng, N. (2005). Bilingual speech-language pathology consultants in culturally diverse schools: Considerations on theoretically-based consultee engagement. Journal of Educational and Psychological Consultation, 16, 333–347.

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.

Gutiérrez-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.

Gutiérrez-Clellen, V.F, & Simon-Cereijido, G. (2007). The discriminant accuracy of a grammatical measure with Latino English-speaking children. Journal of Speech, Language, and Hearing Research, 50(4), 968–981.

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.

Marion, V., Blumenfeld, H.K., & Kaushanskaya, M. (2007). The Language Experience and Proficiency Questionnaire (LEAP-Q): Assessing language profiles in bilinguals and multilinguals. Journal of Speech, Language, and Hearing Research 50(4), 940–967.

Oetting, J.B., Cleveland, L.H., & Cope III, R.F. (2008). Empirically derived combinations of tools and clinical cutoffs: An illustrative case with a sample of culturally/linguistically diverse children. Language, Speech, and Hearing Services in Schools, 39(1), 44–53.

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.



This page was updated on: 9/17/2009.

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