A new dynamic word learning task to diagnose language disorder in French-speaking monolingual and bilingual children.

ABSTRACT: Tools to effectively assess the language performance of bilingual children are lacking. Static tests assessing vocabulary knowledge (e.g., naming task) are not appropriate for testing bilingual children due to different types of bias. Alternative methods have been developed to diagnose bilingual children, including measuring language learning (e.g., word learning) through dynamic assessment. Research conducted with English-speaking children indicates that DA of word learning is effective in diagnosing language disorders in bilingual children. In this study, we examine whether a dynamic word learning task, using shared-storybook reading, can differentiate French-speaking (monolingual and bilingual) children with developmental language disorder (DLD) from those with typical development (TD).

SUBMITTER: Matrat M 

PROVIDER: S-EPMC9922851 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature