Senior Honors Projects, 2010-current

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Award

Spring 2018

Document Type

Thesis

Degree Name

Bachelor of Science (BS)

Department

Department of Communication Sciences and Disorders

Advisor(s)

Stacey Pavelko

Abstract

English learners (ELs) composed 10% of the American school-age population in the 2014 – 2015 school year. However, only a small percentage of speech language pathologists (SLPs) report feeling well qualified to address the cultural and linguistic needs of ELs. This can be attributed to a number of factors, including inadequate clinical markers, a shortage of developmental data for ELs, and a lack of cultural consideration in standardized assessments. Due to these barriers, SLPs struggle to differentiate between language differences and language disorders and are at risk for over-identifying or under-identifying language impairment (LI) in ELs. Research suggests that a hallmark of LI is particular difficulty with verb usage in English. This study examined whether children who demonstrated difficulty on a standardized test of morphology also demonstrated less proficient use of grammatical morphemes in conversation. The results were then compared to their peers who did not demonstrate difficulty on a standardized test of morphology.

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