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ACQ
Volume 13, Number 3 2011
ACQ
uiring Knowledge in Speech, Language and Hearing
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Appendix: A framework for assessment
Type of assessment
Evidence provided
Evidence supports possible
normal processes
speech/language learning
of language
disability
disability
development
Developmental history
Acquisition of early language and non-
language skills
• like siblings
• typical developmental milestones
Medical history
• no hospitalisations, known conditions
• early, frequent ear infections
Family history
• history of speech/language impairment
Language use
• Patterns of language use at home, with
significant others, friends
• Length of exposure to English
• Language preferences in different contexts
Dynamic assessment
Ability to learn new tasks in structured
teaching environment
Language sampling
Connected speech in social/interactive
language tasks – English. L1 if feasible
Observations in classroom • Compare social and academic settings
and with peers
• Pragmatics
• Language preferences
Norm referenced
• Quantitative comparison of child’s language
assessment
with typically developing bilingual peers
• Assessed in high structured, school type
tasks
Academic history
Information about academic instruction
• in and outside Australia
• stable or interrupted
• language of instruction
• support provided for development of English
Academic progress
• similar/dissimilar to ELL peers
Source: Adapted from Lewis, Castilleja, Moore, & Rodriguez, 2010
All children
School-aged children only