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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Two clinical markers for DLD in monolingual Italian speakers: what can they tell us about second language learners with DLD? Hasson, N.; Camilleri, B.; Arosio, F.. - : Taylor & Francis, 2021 BASE Show details 2 The wrong side of the tracks: Starting school in a socially disadvantaged London borough Alsford, E.; Ralephata, A.; Bolderson, S.. - 2016 BASE Show details 3 Dynamic Assessment of bilingual children’s language at the point of referral Dodd, B.; Hasson, N.; Camilleri, B.. - 2014 BASE Show details 4 Beyond static assessment of children's receptive vocabulary: the dynamic assessment of word learning (DAWL) Camilleri, B.; Botting, N.. - : Wiley Blackwell, 2013 Abstract: Background: Children's low scores on vocabulary tests are often erroneously interpreted as reflecting poor cognitive and/or language skills. It may be necessary to incorporate the measurement of word-learning ability in estimating children's lexical abilities. Aims: To explore the reliability and validity of the Dynamic Assessment of Word Learning (DAWL), a new dynamic assessment of receptive vocabulary. Methods & Procedures: A dynamic assessment (DA) of word learning ability was developed and adopted within a nursery school setting with 15 children aged between 3;07 and 4;03, ten of whom had been referred to speech and language therapy. Outcomes & Results: A number of quantitative measures were derived from the DA procedure, including measures of children's ability to identify the targeted items and to generalize to a second exemplar, as well as measures of children's ability to retain the targeted items. Internal, inter-rater and test–retest reliability of the DAWL was established as well as correlational measures of concurrent and predictive validity. Conclusions & Implications: The DAWL was found to provide both quantitative and qualitative information which could be used to improve the accuracy of differential diagnosis and the understanding of processes underlying the child's performance. The latter can be used for the purpose of designing more individualized interventions. Keyword: P Philology. Linguistics URL: https://openaccess.city.ac.uk/id/eprint/2830/ https://doi.org/10.1111/1460-6984.12033 https://openaccess.city.ac.uk/id/eprint/2830/1/Beyond_static_assessment_of_children%E2%80%99s_receptive_vocabulary.pdf BASE Hide details 5 Dynamic assessment of word learning skills of preschool children with primary language impairment Camilleri, B.; Law, J.. - : Informa, 2013 BASE Show details 6 Discriminating disorder from difference using dynamic assessment with bilingual children Smith, J.; Dodd, B.; Hasson, N.. - : SAGE, 2013 BASE Show details 7 Assessing children referred to speech and language therapy: Static and dynamic assessment of receptive vocabulary Camilleri, B.; Law, J.. - 2007 BASE Show details 8 Dynamic assessment and its application to children with speech and language learning difficulties Law, J.; Camilleri, B.. - 2007 BASE Show details

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