The classification accuracy of a dynamic assessment of inferential word learning for bilingual english/spanish-speaking school-age children

Abstract

Purpose: Educators often use results from static norm-referenced vocabulary assessments to aid in the diagnosis of school-age children with a language disorder. However, research has indicated that many of these vocabulary assessments yield inaccurate, biased results, especially with culturally and linguistically diverse children. This study examined whether the use of a dynamic assessment of inferential word learning was more accurate at identifying bilingual (English/Spanish-speaking) children with a language disorder when compared to static measures of vocabulary. Method: Thirty-one bilingual Spanish/English school-age children—21 children with typical language and 10 children with a language disorder—ages 5;9–9;7 (years;months) were administered traditional static vocabulary assessments and a dynamic assessment of inferential word learning that used a test–teach–test design. Results: Discriminant analysis and logistic regression indicated that the combined posttest scores and modifiability ratings from the dynamic assessment generated 90%–100% sensitivity and 90.5%–95.2% specificity, which were superior to the static vocabulary tests. Conclusion: These preliminary findings suggest that dynamic assessment of inferential word learning may be an effective method for accurately identifying diverse children with a language disorder.