Speech and Language Assessment of Spanish-English Speaking Children The purpose of this paper is to provide a framework and specific suggestions concerning the assessment of the Spanish-English speaking student. This proposed framework utilizes qualitative and quantitative procedures to assess the limited English proficient student's language status, linguistic-cultural background and socioeconomic status, and communicative abilities. Qualitative and quantitative measures ... Research Article
Research Article  |   July 01, 1989
Speech and Language Assessment of Spanish-English Speaking Children
 
Author Notes
  • Hortencia Kayser is with the Miller Speech and Hearing Clinic, Texas Christian University, P.O. Box 30793, Fort Worth, TX 76129. Requests for reprints may be sent to her at this address.
    Hortencia Kayser is with the Miller Speech and Hearing Clinic, Texas Christian University, P.O. Box 30793, Fort Worth, TX 76129. Requests for reprints may be sent to her at this address.×
Article Information
Research Articles
Research Article   |   July 01, 1989
Speech and Language Assessment of Spanish-English Speaking Children
Language, Speech, and Hearing Services in Schools, July 1989, Vol. 20, 226-244. doi:10.1044/0161-1461.2003.226
History: Received May 27, 1988 , Accepted August 4, 1988
 
Language, Speech, and Hearing Services in Schools, July 1989, Vol. 20, 226-244. doi:10.1044/0161-1461.2003.226
History: Received May 27, 1988; Accepted August 4, 1988

The purpose of this paper is to provide a framework and specific suggestions concerning the assessment of the Spanish-English speaking student. This proposed framework utilizes qualitative and quantitative procedures to assess the limited English proficient student's language status, linguistic-cultural background and socioeconomic status, and communicative abilities. Qualitative and quantitative measures may include observations, interviews, questionnaires, test instruments, and language samples. Suggestions concerning the assessment battery include the use of modified testing procedures, adapted test instruments, and naturally elicited language samples. The accurate diagnosis of speech and language disorders in LEP children is dependent upon the availability of these data.

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