Dynamic Assessment of Narrative Ability in English Accurately Identifies Language Impairment in English Language Learners Purpose To assess the identification accuracy of dynamic assessment (DA) of narrative ability in English for children learning English as a 2nd language. Method A DA task was administered to 54 children: 18 Spanish–English-speaking children with language impairment (LI); 18 age-, sex-, IQ- and language experience-matched typical control ... Research Article
Research Article  |   December 2014
Dynamic Assessment of Narrative Ability in English Accurately Identifies Language Impairment in English Language Learners
 
Author Affiliations & Notes
  • Elizabeth D. Peña
    University of Texas at Austin
  • Ronald B. Gillam
    Utah State University, Logan
  • Lisa M. Bedore
    University of Texas at Austin
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Elizabeth D. Peña: lizp@mail.utexas.edu
  • Editor: Rhea Paul
    Editor: Rhea Paul×
  • Associate Editor: Margarita Kaushanskaya
    Associate Editor: Margarita Kaushanskaya×
Article Information
Cultural & Linguistic Diversity / Language Disorders / Attention, Memory & Executive Functions / Language / Research Articles
Research Article   |   December 2014
Dynamic Assessment of Narrative Ability in English Accurately Identifies Language Impairment in English Language Learners
Journal of Speech, Language, and Hearing Research, December 2014, Vol. 57, 2208-2220. doi:10.1044/2014_JSLHR-L-13-0151
History: Received June 11, 2013 , Revised November 15, 2013 , Accepted July 10, 2014
 
Journal of Speech, Language, and Hearing Research, December 2014, Vol. 57, 2208-2220. doi:10.1044/2014_JSLHR-L-13-0151
History: Received June 11, 2013; Revised November 15, 2013; Accepted July 10, 2014
Web of Science® Times Cited: 5

Purpose To assess the identification accuracy of dynamic assessment (DA) of narrative ability in English for children learning English as a 2nd language.

Method A DA task was administered to 54 children: 18 Spanish–English-speaking children with language impairment (LI); 18 age-, sex-, IQ- and language experience-matched typical control children; and an additional 18 age- and language experience-matched comparison children. A variety of quantitative and qualitative measures were collected in the pretest phase, the mediation phase, and the posttest phase of the study. Exploratory discriminant analysis was used to determine the set of measures that best differentiated among this group of children with and without LI.

Results A combination of examiner ratings of modifiability (compliance, metacognition, and task orientation), DA story scores (setting, dialogue, and complexity of vocabulary), and ungrammaticality (derived from the posttest narrative sample) classified children with 80.6% to 97.2% accuracy.

Conclusion DA conducted in English provides a systematic means for measuring learning processes and learning outcomes, resulting in a clinically useful procedure for identifying LIs in bilingual children who are in the process of learning English as a second language.

Acknowledgments
This research was supported by Grant R01DC007439 from the National Institute on Deafness and Other Communication Disorders to Elizabeth D. Peña. Elizabeth D. Peña and Ronald B. Gillam have a financial interest in the Dynamic Assessment of Narratives, which was administered to participants in this study. We thank all of the interviewers and testers for their assistance with collecting the data and the school districts for allowing us access to the participants.
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