Children from bilingual backgrounds are sometimes overidentified with language
impairment (LI) because educators do not have appropriate developmental expectations. At …

Grammatical morphology has long been noted as an area of difficulty for all child learners of
English: TD L1, L1 with SLI, and L2 (Brown, 1973; Dulay & Burt, 1973, 1974; Leonard …

In cross‐cultural child development research there is often a need to translate instruments
and instructions to languages other than English. Typically, the translation process focuses …

Purpose Speech-language pathologists have both a professional and ethical responsibility
to provide culturally competent services to dual language learners (DLLs). In this tutorial, we …

PURPOSE: Obtaining information on both languages of English language learners for
assessment can be a challenge in a multilingual context. It is often difficult or impossible to …

An experimental study was conducted comparing the effects of dual language, or two-way
immersion (TWI) and monolingual English immersion (EI) preschool education programs on …

Background Bilingual children are under‐referred due to an ostensible expectation that they
lag behind their monolingual peers in their English acquisition. The recommendations of the …

Background Understanding and expressing a narrative's macro‐structure is relatively
independent of experience in a specific language. A narrative task is therefore assumed to …

This investigation examined the Spanish and English receptive vocabulary and language
comprehension abilities of bilingual preschoolers who attended Head Start over a two-year …

Purpose This study evaluated a newly developed quasi-universal nonword repetition task
(QU NWRT) as a diagnostic tool for bilingual children with language impairment (LI) who …