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    Using parent report for assessment of the first language of English language learners

    Access Status
    Fulltext not available
    Authors
    May, A.
    Williams, Cori
    Date
    2012
    Type
    Journal Article
    
    Metadata
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    Citation
    May, A. and Williams, C. 2012. Using parent report for assessment of the first language of English language learners. Journal of Clinical Practice in Speech-Language Pathology. 14 (1): pp. 25-30.
    Source Title
    Journal of Clinical Practice in Speech-Language Pathology
    Additional URLs
    http://www.therapyfocus.org.au/assets/pressclippings-mediareleases/jcpslp-parent-report-assessment-article.pdf
    ISSN
    2200-0259
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/36500
    Collection
    • Curtin Research Publications
    Abstract

    Assessment of both languages is recommended when assessing English language learners (ELL) but may not always be practical. Use of a parent questionnaire, such as the Alberta Language and Development Questionnaire (ALDeQ), can assist in obtaining first language (L1) information. This study aimed to use the Canadian developed ALDeQ within an Australian population and determine whether ALDeQ scores would differentiate between ELL who were typically developing compared to ELL with language difficulty. A background questionnaire and the ALDeQ were administered to parents of 14 ELL that were typically developing and 3 ELL with apparent language difficulty aged between 5;3 and 8;7 years. ALDeQ Total Scores of typically developing Australian ELL were consistent with the Canadian norming population and significantly higher than the scores of the group with language difficulties. Although results are promising, further research is necessary to support use of the ALDeQ to investigate L1 abilities of ELL within an Australian population.

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