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ACQ

Volume 13, Number 3 2011

111

Peña, E., & Fiestas, C. (2009). Talking across cultures

in early intervention: Finding common ground to meet

children’s communication needs.

Perspectives on

Communication Disorders and Sciences in Culturally and

Linguistically Diverse Populations

,

16

, 79–85.

Peña, E., Iglesias, A., & Lidz, C. (2001). Reducing test

bias through dynamic assessment of children’s word

learning ability.

American Journal of Speech-Language

Pathology

,

10

, 138–154.

Peña, E. D., Gillam, R. B., Malek, M., Ruiz-Felter, R.,

Resendiz, M., Fiestas, C., & Sabel, T. (2006). Dynamic

assessment of school-age children’s narrative ability:

An experimental investigation of classification accuracy.

Journal of Speech, Language, and Hearing Research

,

49

(5), 1037–1057.

Rodekohr, R. K., & Haynes, W. O. (2001). Differentiating

dialect from disorder. A comparison of two processing

tasks and a standardized language test.

Journal of

Communication Disorders

,

34

, 255–272.

Saville-Troike, M. (1989).

The ethnography of

communication

(2nd ed.). Oxford: Basil Blackwell.

Seung, H.-K., Siddiqi, S., & Elder, J. H. (2005). Intervention

outcomes of a bilingual child with autism.

Journal of

Medical Speech-Language Pathology

,

14

(1), 53–63.

Speech Pathology Australia. (2009).

Working in a

culturally and linguistically diverse society

. Melbourne

Author.

Ukrainetz, T. A., Harpel, S., Walsh, C., & Coyle, C. (2000).

A preliminary investigation of dynamic assessment with

Native American kindergartners.

Language, Speech, and

Hearing Services in Schools

,

31

, 142–154.

Westby, C. (2009). Considerations in working

successfully with culturally/linguistically diverse families in

Dr Cori Williams

is a lecturer and researcher in the School of

Psychology and Speech Pathology at Curtin University. Her interest in

language and cultural diversity extends over more than 30 years. In

2010 she presented on working with children from culturally and

linguistically diverse backgrounds to speech pathologists around

Australia as National Tour presenter for Speech Pathology Australia.

Correspondence to:

Cori Williams

School of Psychology and Speech Pathology

Curtin University

Curtin Health Innovation Research Institute

phone: 08 9266 7865

email:

c.j.williams@curtin.edu.au

assessment and intervention of communication disorders.

Seminars in Speech and Language

,

30

(4), 279–289.

Williams, C., & McLeod, S. (2011). Speech-language

pathologists’ assessment and intervention practices with

multilingual children. Manuscript in preparation.

Williams, C., & Oliver, R. (2002). What speech

pathologists need to know about second language

learning.

ACQuiring knowledge in Speech, Language and

Hearing

,

3

, 126–128.

Windsor, J., Kohnert, K., Lobitz, K. F., & Pham, G. T.

(2010). Cross-language nonword repetition by bilingual

and monolingual children.

American Journal of Speech-

Language Pathology

,

19

, 298–310. doi: 10.1044/1058-

0360(2010/09-0064

Wing, C., Kohnert, K., Pham, G., Cordero, K., Ebert,

K., Kan, P. F., & Blaiser, K. (2007). Culturally consistent

treatment for late talkers.

Communication Disorders

Quarterly

,

29

(1), 20–27.