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Dynamic Assessment of receptive vocabulary and phonology of preschool children with German as a second language
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Abstract:
Despite the growing number of young bilinguals entering the school system in Switzerland, there is lack of appropriate speech and language assessment instruments. In this study we aimed to adapt and validate a promising Dynamic Assessment (DA) screening protocole (DAPPLE) for preschoolers with German as an additional language. Our main question was whether our adapted DA of vocabulary and phonology would better differentiate the skills of two groups of sequential bilinguals, with and without suspicion of language and/ or phonological disorder, compared to static tests. Furthermore, we attempted to validate this DA by exploring its associations with alternative external measures that have been validated with bilingual populations. Overall, our results confirmed our initial hypothesis: the DA generally differentiated more accurately the vocabulary and phonological skills of both groups compared to the used static tests. Also, as expected, most external measures were positively associated with our DA. Nonetheless, the findings of this small-scale, exploratory study, need to be further validated and replicated with larger samples.
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Keyword:
Developmental Language Disorder (DLD); Differential Diagnosis; Dynamic Assessment; German as a second language; info:eu-repo/classification/ddc/370; Langage Impairment; Nonverbal analogical reasoning; Nonword repetition; Phonological Disorder; Phonology; Preschool children; Primary Language Impairment (PLI); Receptive Vocabulary; Sequential Bilingualism
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URL: https://doi.org/10.13097/archive-ouverte/unige:154220
https://archive-ouverte.unige.ch/unige:154220
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Satzverständnisleistungen von Kindern mit und ohne SSES im TROG-D und einer schweizerdeutschen Adaptation
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Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors
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Wie effektiv sind metaphonologische Vorschultrainings zur LRS-Prävention bei Kindern mit lautsprachlichen Beeinträchtigungen?: Eine Metaanalyse
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Möglichkeiten und Grenzen einer präventiven Intervention zur phonologischen Bewusstheit von lautsprachgestörten Kindergartenkindern
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Möglichkeiten und Grenzen einer präventiven Intervention zur phonologischen Bewusstheit von lautsprachgestörten Kindergartenkindern : theoretische Grundlagen, praktische Erprobung, empirische Evaluation und Implikationen
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BLLDB
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UB Frankfurt Linguistik
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