Problem-Solving in Identifying Dual Language Learners Who Qualify for SLP Services
Dr. Lisa Fitton, Kimberly Briseño, Daniela Becerra, & Kaiela Campos
Read more about the ASHFoundation grant funding this work here. The final formatted poster can be found under "All Student Posters".
Read more about the ASHFoundation grant funding this work here. The final formatted poster can be found under "All Student Posters".
Kimberly Briseño
Kimberly Briseño is a senior biology major. She was born in Los Angeles and spent the majority of her life in blended cities, surrounded by Spanish and English speakers. After some soul searching, she realized how her skills and own experience have prepared her to become a Speech-Language Pathologist. Kimberly is currently working as a Research Specialist and plans to take a gap year to gain more experience.
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Daniela Becerra
Daniela Becerra is a senior studying biological science at the University of South Carolina. She is a proud member of the Beta Xi chapter of Kappa Delta Chi Sorority, Inc. as well as a student leader at the Russell House University Union. After graduation, Daniela plans to attend medical school to become a pediatrician.
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Kaiela Campos
Kaiela Campos is an undergraduate student at the University of South Carolina. She is currently majoring in Public Health and minoring in Sociology. She has worked in the LDDL lab since the fall of 2018 and became a Lead Tester in spring of 2020. After graduation, Kaiela is planning on attending medical school.
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Why did I do this project? "I fell in love with the work we do. I myself am a dual language learner and developing my own literacy skills as a child really boosted my confidence, allowing me to explore and grow. Being in a position where I am able to assist younger DLLs and working in schools to help strengthen their skills as well as finding their own voice is enriching."
Data Triangulation: Drawing on Multiple Sources of Information
References for Further Reading
Barragan, B., Castilla-Earls, A., Martinez-Nieto, L., Restrepo, M. A., & Gray, S. (2018). Performance of low-income dual language learners attending English-only schools on the Clinical Evaluation of Language Fundamentals–Fourth Edition, Spanish. Language Speech and Hearing Services in Schools, 49(2), 292. https://doi.org/10.1044/2017_LSHSS-17-0013
Bedore, L. M., & Peña, E. D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism, 11(1), 1-29. https://doi.org/10.2167/beb392.0
Konhert, K., (2010). Bilingual Children with Primary Language Impairment: Issues, Evidence and Implications for Clinical Actions. Journal of Communication Disorders, 43(6), 456-473. https://doi.org/10.1016/j.jcomdis.2010.0.002
Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596–613. https://doi.org/10.1037/0012-1649.36.5.596
Barragan, B., Castilla-Earls, A., Martinez-Nieto, L., Restrepo, M. A., & Gray, S. (2018). Performance of low-income dual language learners attending English-only schools on the Clinical Evaluation of Language Fundamentals–Fourth Edition, Spanish. Language Speech and Hearing Services in Schools, 49(2), 292. https://doi.org/10.1044/2017_LSHSS-17-0013
Bedore, L. M., & Peña, E. D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism, 11(1), 1-29. https://doi.org/10.2167/beb392.0
Konhert, K., (2010). Bilingual Children with Primary Language Impairment: Issues, Evidence and Implications for Clinical Actions. Journal of Communication Disorders, 43(6), 456-473. https://doi.org/10.1016/j.jcomdis.2010.0.002
Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596–613. https://doi.org/10.1037/0012-1649.36.5.596
