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Related Experiment Video

Updated: Oct 11, 2025

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

Using a monolingual screening test for assessing bilingual children.

Carmit Altman^1,2, Efrat Harel³, Natalia Meir^2,4

¹Faculty of Education, Bar Ilan University, Ramat Gan, Israel.

Clinical Linguistics & Phonetics

|November 30, 2021

Summary

This summary is machine-generated.

Accurate language assessment for bilingual children requires specific tools. Using monolingual tests leads to misdiagnosis, but bilingual standards improve the accuracy for identifying typical language development (TLD) and Developmental Language Disorder (DLD).

Keywords:

Bilingual language development Goralnik Screening Test for Hebrew age of bilingual onset bilingual standards language assessment

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Area of Science:

Linguistics
Developmental Psychology
Speech-Language Pathology

Background:

Bilingual language development differs significantly from monolingual development.
Existing assessment tools often misdiagnose bilingual children, leading to over-identification of typical language development (TLD) and under-identification of Developmental Language Disorder (DLD).
There is a critical need for assessment tools tailored to the bilingual population.

Purpose of the Study:

To address the challenge of accurately assessing bilingual children's language development.
To generate bilingual norms for the monolingual Goralnik Screening Test for Hebrew.
To establish appropriate bilingual typical development cut-off points for Hebrew as a second language (L2) in preschool children.

Main Methods:

The study focused on bilingual preschool children (ages 61-78 months) with either English or Russian as their first language (L1).
A total of 443 children participated: 397 with TLD and 46 with DLD.
The Goralnik Screening Test for Hebrew was administered, and bilingual standards were developed considering chronological age and age of onset of bilingualism.

Main Results:

Using a monolingual test with monolingual norms resulted in low diagnostic accuracy for bilingual children.
Implementing bilingual standards significantly increased diagnostic accuracy for assessing bilingual children.
The findings highlight the inadequacy of monolingual norms for bilingual populations.

Conclusions:

Bilingual standards are crucial for accurate language assessment in children acquiring a second language.
The study underscores the importance of considering age of acquisition, especially for those exposed to L2 after age four.
Developing and utilizing bilingual norms enhances the identification of both typical language development and language disorders in bilingual children.