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Best practice for assessing the spee...

University of Houston.

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Best practice for assessing the speech and language of bilingual (English/Spanish) students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Best practice for assessing the speech and language of bilingual (English/Spanish) students./
作者:	Pulnik, Patricia Lynn.
面頁冊數:	82 p.
附註:	Source: Masters Abstracts International, Volume: 40-03, page: 0700.
Contained By:	Masters Abstracts International40-03.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1407137
ISBN:	9780493450759

Best practice for assessing the speech and language of bilingual (English/Spanish) students.
Pulnik, Patricia Lynn.

Best practice for assessing the speech and language of bilingual (English/Spanish) students. - 82 p.

Source: Masters Abstracts International, Volume: 40-03, page: 0700.

Thesis (M.A.)--University of Houston, 2001.

In the field of speech-language pathology, the concern of those school-based clinicians receiving an overwhelming amount of bilingual referrals is deciding the best practice for assessing the speech and language of these students. The purpose of this thesis was to consider the available assessment approaches that can be used to distinguish between a language difference and language disorder in bilingual students.

ISBN: 9780493450759Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Best practice for assessing the speech and language of bilingual (English/Spanish) students.
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520 $a In the field of speech-language pathology, the concern of those school-based clinicians receiving an overwhelming amount of bilingual referrals is deciding the best practice for assessing the speech and language of these students. The purpose of this thesis was to consider the available assessment approaches that can be used to distinguish between a language difference and language disorder in bilingual students.
520 $a Five bilingual (English/Spanish) students between the ages of 6 to 9 years and five experienced speech-language pathologists participated in this study. The student subjects consisted of two males and three females referred to a multidisciplinary team for speech-language assessment. The data set for these students was obtained by using various assessment approaches (static, qualitative, process, and dynamic) over a four day span.
520 $a Results from the assessment battery were separated into seven data sets, which were analyzed by five experienced monolingual English speaking school-based speech-language pathologists (SLP). The SLP judges, who were blind to the decision made by the district's bilingual speech-language pathologist, decided difference or disorder solely from the data presented in each of seven independent sets. (Abstract shortened by UMI.)
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