A Pilot Study of Dynamic Assessment of Vocabulary in German for Bilingual Preschoolers in Switzerland

Maragkaki, Ilektra; Hessels, Marco G.P.

doi:10.5296/jse.v7i1.10392

Cited by 6 publications

(2 citation statements)

References 11 publications

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“…Numerous studies have evaluated word learning using a DA approach (40,(63)(64)(65)(66)(67)(68)(69)(70)(71). Kapantzoglou et al (40) assessed twentyeight Spanish-English bilingual children with low SES.…”

Section: Introductionmentioning

confidence: 99%

A new dynamic word learning task to diagnose language disorder in French-speaking monolingual and bilingual children

Matrat

Delage

Kehoe

2023

Front. Rehabil. Sci.

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Tools to effectively assess the language performance of bilingual children are lacking. Static tests assessing vocabulary knowledge (e.g., naming task) are not appropriate for testing bilingual children due to different types of bias. Alternative methods have been developed to diagnose bilingual children, including measuring language learning (e.g., word learning) through dynamic assessment. Research conducted with English-speaking children indicates that DA of word learning is effective in diagnosing language disorders in bilingual children. In this study, we examine whether a dynamic word learning task, using shared-storybook reading, can differentiate French-speaking (monolingual and bilingual) children with developmental language disorder (DLD) from those with typical development (TD). Sixty children (4–8 years), 43 with TD and 17 with DLD, participated: 30 were monolinguals and 25 were bilinguals. The dynamic word-learning task used a shared-storybook reading context. The children had to learn four non-words, paired with novel objects, as well as their semantic characteristics (a category and a definition) during the reading of a story. Post-tests assessed the recall of the phonological form and the semantic features of the objects. Phonological and semantic prompts were given if the child was unable to name or describe the objects. Results indicated that children with DLD performed less well than those with TD on phonological recall, leading to fair sensitivity and good specificity at delayed post-test for young children (4–6 years). Semantic production did not differentiate the two groups: all children performed well at this task. In sum, children with DLD have more difficulties encoding the phonological form of the word. Our findings suggest that a dynamic word learning task using shared-storybook reading is a promising approach for diagnosing lexical difficulties in young French-speaking, monolingual and bilingual, children.

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Section: Introductionmentioning

confidence: 99%

A new dynamic word learning task to diagnose language disorder in French-speaking monolingual and bilingual children

Matrat

Delage

Kehoe

2023

Front. Rehabil. Sci.

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“…Les résultats des 26 enfants de l'étude, répartis entre enfants suivis en orthophonie et enfants recrutés en milieu ordinaire, montrent que les premiers se distinguent des seconds car ils ont besoin de davantage d'indices pour les épreuves de vocabulaire et de syntaxe et font davantage d'erreurs phonémiques dans la tâche de phonologie. Ces résultats ont été répliqués dans d'autres populations d'enfants bilingues (Camilleri et al, 2014) et la batterie a déjà été adaptée en allemand (Maragkaki & Hessels, 2017).…”

Section: éTudes Pilotesunclassified

L’évaluation dynamique du langage oral chez l’enfant : études pilotes

Delage,

Matrat,

Hadjadj

et al. 2024

Éla. Études De Linguistique Appliquée

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Cet article présente les grands principes, les buts et intérêts d’une approche dynamique pour l’évaluation du langage oral chez l’enfant. L’évaluation dynamique permet de tester le potentiel d’apprentissage d’un enfant, grâce au soutien de l’expérimentateur, à travers des étayages par exemple ; elle s’oppose aux approches statiques qui évaluent les performances cristallisées. Les données pilotes que nous avons récoltées auprès d’enfants francophones monolingues et bilingues, avec ou sans troubles du langage oral, nous permettent d’encourager la pratique de cette évaluation. Elles montrent, dans les domaines de la conscience phonologique, du lexique et de la syntaxe, que l’évaluation dynamique permet de différencier les enfants avec et sans troubles du langage oral, sans pénaliser les bilingues. Ainsi, l’évaluation dynamique constitue une alternative tout à fait prometteuse pour le diagnostic du trouble développemental du langage, particulièrement chez l’enfant bilingue dont les performances à des tâches statiques peuvent être impactées par le manque d’exposition à la seconde langue.

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Can Dynamic Assessment Identify Language Disorder in Multilingual Children? Clinical Applications From a Systematic Review

Hunt

Nang

Meldrum

et al. 2022

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Purpose: Multilingual children are disproportionately represented on speech pathology caseloads, in part due to the limited ability of traditional language assessments to accurately capture multilingual children's language abilities. This systematic review evaluates the evidence for identification of language disorder in multilingual children using dynamic assessment and considers clinical applications of the evidence. Method: A systematic search of the Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Centre, Education Source, Google Scholar, Linguistics, Medline, and PsycINFO databases produced 10 articles that met the inclusion criteria: between-groups comparison studies that used dynamic assessment to identify language disorder in children under 12 years old that spoke a different language at home to the majority society language. Articles were critically appraised using the Quality Assessment of Diagnostic Accuracy Studies (QUADAS-2) protocol. Results: Nine of the 10 studies reported that their dynamic assessment identified language disorder in multilingual children. However, small sample sizes, limited language pairs, variability in the reference standard, and design deficiencies resulted in poor ratings for all studies on QUADAS-2. Conclusions: The studies in this review reflected an emergent area of research. Preliminary guidelines for clinical application indicate that dynamic assessment may be a suitable and time-efficient complementary method of diagnosis of language disorder in multilingual children. Further recommendations about age of use, language of instruction, and relevant scores are included.

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A Pilot Study of Dynamic Assessment of Vocabulary in German for Bilingual Preschoolers in Switzerland

Cited by 6 publications

References 11 publications

A new dynamic word learning task to diagnose language disorder in French-speaking monolingual and bilingual children

A new dynamic word learning task to diagnose language disorder in French-speaking monolingual and bilingual children

L’évaluation dynamique du langage oral chez l’enfant : études pilotes

Can Dynamic Assessment Identify Language Disorder in Multilingual Children? Clinical Applications From a Systematic Review

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