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The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading
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Using Computer Programs for Language Sample Analysis
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Abstract:
Purpose: Although language sample analysis is widely recommended for assessing children's expressive language, few school-based speech-language pathologists routinely use it, citing a lack of time, resources, and training (pavelko, owens, ireland, & hahs-vaughn, 2016). The purpose of this clinical tutorial is (a) to describe options for language sample analysis using computer programs and (b) to demonstrate a process of using language sample analysis focused on the assessment of 2 preschool children as case studies. Method: We provide an overview of collecting and analyzing child language samples and describe 3 programs for language sample analysis: 2 dedicated software programs (computerized language analysis [macwhinney, 2000] and systematic analysis of language transcripts [miller & iglesias, 2015]) and 1 protocol for using word processing software to analyze language samples (sampling utterances and grammatical analysis revised; pavelko & owens, 2017). We also present analysis results from each program for play-based language samples from 2 preschool children and detailed analysis of the samples with potential treatment goals. Results: Each program offers different analyses, comparison databases, and sampling contexts. We present options for additional analysis, clinical interpretations, and potential treatment goals based on the 2 preschool cases. Conclusion: Clinicians can use computer programs for language sample analysis as part of a process to make naturalistic language assessment more feasible.
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URL: http://hdl.handle.net/1808/31891 https://doi.org/10.1044/2019_LSHSS-18-0148 https://orcid.org/ 0000-0001-6533-6224 https://orcid.org/ 0000-0002-3995-4712
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3 |
The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading
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Word Learning in Children with Specific Language Impairment: Influence of Child and Word Characteristics
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