Archive for October, 2010

Word Gaps in Low SES Children

This discussion on language log about the word gap based on SES brought to mind early work I did on dynamic assessment of word learning (Peña, Quinn, & Iglesias, 1992; Peña, Iglesias, & Lidz, 2001). The word gap issue focuses on the differences between low and high SES children in the number of words that they hear. The number of words they hear is related to the number of words they know. In our work on DA, my co-authors and I were not interested so much in how low SES children stacked up in terms of number of words they knew (indexed by a standardized expressive single word test) but in their word-learning abilities. Read the rest of this entry »

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Can it be too late?

Usually, my applied work focuses on limiting OVER-identification (false positives) of language impairment in children who speak English as a second language. But, there’s another side to this too and that’s UNDER-identification of language impairment in this same population. I see these patterns in some of the national schools data. From year to year sometimes it looks like preschool English language learners (ELLs) are less likely than average to be identified with language impairment while school-age ELL children are more likely to be diagnosed with language impairment. Read the rest of this entry »

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Some recent updates on bilingual aphasia rehabilitation


Recently, Boston University did a little piece on our research on bilingual aphasia rehabilitation. Here is the link.

The video shows the way we actually implement therapy, incase anyone is interested.



Profiles of Bilingual Language Development and Impairment

Over the last few days I’ve gotten a number of questions about how to distinguish between language impairment and normal development in bilingual children probably due to the feature story on the UT Home page last week. It’s been great to hear from bilingual speech pathologists from around Texas and other areas of the country. I think that many are struggling to deal with the same questions that I’ve been pursuing with my colleagues. That is, how do we know what disorder looks like in bilinguals; and what can we do to document these distinctions? Read the rest of this entry »

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