Profiling Bilingual Children: Using Monolingual Assessment to Inform Diagnosis.
Karen RoseSharon Armon-LotemCarmit AltmanPublished in: Language, speech, and hearing services in schools (2022)
Findings elucidate that monolingual assessments for heritage speakers must consider bilingual models of development to ensure a reliable and informative diagnosis. Interacting factors, such as reliance on language-specific knowledge and the recruitment of other nonlinguistic processing skills, may influence a measurement's sensitivity. The findings are pertinent to the practice of speech-language pathologists, informing evidence-based assessment procedures for bilingual children. A group study to determine whether the suggested bilingual standards can identify ALD with acceptable specificity and sensitivity is now recommended.