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Unlocking Potential: How Processing-Dependent Measures Can Improve Language Assessment for Arabic-Speaking ELLs

Unlocking Potential: How Processing-Dependent Measures Can Improve Language Assessment for Arabic-Speaking ELLs

In the ever-evolving field of speech-language pathology, it is crucial to rely on data-driven decisions to ensure the best outcomes for children. Recent research titled Processing-Dependent Measures Sensitive to Language Performance Differences in Arabic-Speaking English Language Learners Compared to Children with Developmental Language Disorder provides significant insights that can enhance our assessment practices, particularly for Arabic-speaking English Language Learners (ELLs).

The study, conducted by Areej M. A. Balilah and Lisa M. D. Archibald, examined the utility of processing-dependent measures in distinguishing between typically developing Arabic-speaking ELLs and those with developmental language disorder (DLD). The findings indicate that such measures may be valid assessment tools that minimize the role of linguistic knowledge and experiences.

Key Findings from the Study

Implications for Practitioners

The findings suggest that processing-dependent measures, particularly those involving familiar lexical stimuli, can be effective in distinguishing between language difference and language impairment. This is crucial for accurately identifying children with DLD in culturally and linguistically diverse populations.

Practitioners should consider incorporating the following processing-dependent measures into their assessment protocols:

Recommendations for Further Research

While the study provides promising results, further research is needed to validate the use of these measures across different languages and cultural contexts. Future studies should also explore the potential of combining processing-dependent measures with traditional language assessments to enhance diagnostic accuracy.

To read the original research paper, please follow this link: Processing-Dependent Measures Sensitive to Language Performance Differences in Arabic-Speaking English Language Learners Compared to Children with Developmental Language Disorder.


Citation: Balilah, A. M. A., & Archibald, L. M. D. (2022). Processing-dependent measures sensitive to language performance differences in Arabic-speaking English language learners compared to children with developmental language disorder. Canadian Journal of Speech-Language Pathology and Audiology, 46(3), 171-184.
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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