Guidelines for Identifying Primarily Spanish-Speaking Preschool Children With Language Impairment The language assessment of primarily Spanish-speaking (SS) children in the United States is difficult because there is a paucity of bilingual speech-language pathologists and of validated measures to assess these children. Recent research has begun to address the need for validated measures and to describe the language difficulties of SS ... Article
Article  |   February 01, 1997
Guidelines for Identifying Primarily Spanish-Speaking Preschool Children With Language Impairment
Author Affiliations & Notes
  • Maria Adelaida Restrepo
    The University of Georgia, Athens
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Articles
Article   |   February 01, 1997
Guidelines for Identifying Primarily Spanish-Speaking Preschool Children With Language Impairment
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, February 1997, Vol. 3, 11-13. doi:10.1044/cds3.1.11
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, February 1997, Vol. 3, 11-13. doi:10.1044/cds3.1.11
The language assessment of primarily Spanish-speaking (SS) children in the United States is difficult because there is a paucity of bilingual speech-language pathologists and of validated measures to assess these children. Recent research has begun to address the need for validated measures and to describe the language difficulties of SS children with language impairment (LI) (e.g., Anderson, 1996; Gutierrez-Clellen, 1996; Restrepo, 1995,1996; Restrepo, Chasteen, Bustelo, & Matute, 1996). Because of limited bilingual speech-language pathologists, trained para-professionals maybe used in the language assessment process when given some specific guidelines on how to assess the child and what specific areas to evaluate.
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