Early Language Assessment for Spanish-Speaking Children: Border Realities

摘要: An essential element of successful language intervention is early detection. Current research has begun to show linguistic and cognitive domains that can be assessed at very ages (Thai Kaitch, in press; Rescorla 1984; Schwartz 1990; Fischel et al. 1989). Most this information available based on normal lan guage development. Studies English-speaking children have shown the comprehension production vocabulary as well use gestures chil dren young one year are predictors later development Bates 1988; Thai, Tobias, Morrison 1991; Thai 1984). Spanish-speaking not only a different communicate, but live cultural environment independently whether they reside their home country or United States. Therefore, assessing from distinct reality poses challenge educators both sides Mexico-U.S. bor der. Knowledge needed how acquire Spanish, observational instruments required take into consideration diversity