And more...

  • Ebert & Pham provide evidence that for elementary-aged Spanish–English bilingual children with developmental language disorders, SLPs should consider using both standardized tests and language sampling in evaluation. The two, “…are not interchangeable because they provide different types of information.” This article’s background section provides very useful summaries of standardized test and language sampling techniques appropriate for Spanish–English bilingual children with developmental language disorders.

  • Goldstein et al: There have been a few studies now on the Path to Literacy program. It is designed to teach phonological awareness and alphabet skills to preschool children via a series of 36 ten-minute lessons. In the current study, the lessons were provided by classroom paras and teachers (with three hours of pre-training) to pre-K kids with literacy delays. The study showed a substantial improvement in these children at Kindergarten entry, with many of them not only caught up, but exceeding Kindergarten literacy expectations.

  • Lount et al. add to the growing body of evidence that juvenile offenders are disproportionately more likely to have language disorders (and auditory processing disorders? Though, recall that this is a debated diagnosis).

  • Lund et al. examine the methods by which four AAC researchers and four AAC specialist SLPs would approach two case studies for an AAC eval (one for a child with autism, and one for a child with cerebral palsy) to provide a compendium of expert opinions that may help guide novice SLPs with AAC evaluation.

  • Wood et al: Do computer text-to-speech features (written text read played auditorily) help children with low reading comprehension? This meta-analysis says ‘meh... sure.’ Effects are similar to live read-aloud, and quite variable. For our purposes, this leaves text-to-speech as an appropriate compensatory strategy to try for our clients, and the client’s individual data will reveal whether or not it appears to be helping.

Ebert, K.D., Pham, G. (2107). Synthesizing Information from Language Samples and Standardized Tests in School-Age Bilingual Assessment. Language, Speech, and Hearing Services in Schools. Advance online publication. doi:10.1044/2016_LSHSS-16-0007

Goldstein, H., Olszewski, A., Haring, C., Greenwood, C.R., McCune, L., Carta, J., Atwater, J., Guerrero, G., Schneider, N., McCarthy, T., Kelley, E.S. (2017). Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers With Delays in Early Literacy Development. Journal of Speech, Language, and Hearing Research, 60, 89–103.

Lount, S.A., Purdy, S.C., Handa, L. (2017). Hearing, Auditory Processing, and Language Skills of Male Youth Offenders and Remandees in Youth Justice Residences in New Zealand. Language, Speech, and Hearing Services in the Schools. Advance online publication. doi:10.1044/2016_JSLHR-L-15-0131  
Lund, S.K., Quach, W., Weissling, K., McKelvey, M., Dietz, A. (2017). Assessment with Children who need Augmentative and Alternative Communication (AAC): Clinical Decisions of AAC Specialists. Language, Speech, and Hearing Services in the Schools. Advance online publication. 

Wood, S.G., Moxley, J.H., Tighe, E.L., Wagner, R.K. (2017). Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis. Journal of Learning Disabilities. Advance online publication. doi: 10.1177/0022219416688170