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Cross-Cultural Assessment of Young Children's Language and Literacy Development

Department of Language, Reading, and Exceptionalities, Appalachian State University
Boone, NC

Angela Notari-Syverson

Seattle Public Schools
Seattle, WA

Thalia Coleman

Department of Language, Reading, and Exceptionalities, Appalachian State University
Boone, NC

Dawn C. Botts

Department of Language, Reading, and Exceptionalities, Appalachian State University
Boone, NC

Speech-language pathologists are faced with an increasing demand to conduct language and literacy assessments for children who are from cultures different from their own. Cross-cultural assessment is challenging. This article outlines the conditions necessary for successful implementation of culturally appropriate models of assessment. Alternative approaches to assessment are proposed that will guide speech-language pathologists about where, when, and how to assess children. Embedded approaches, authentic approaches, mediated approaches, and comprehensive models offer the speech-language pathologist the option of using assessment activities which can be adapted to match the needs of the child being assessed. And finally, ideas for family-professional collaboration in the assessment of young children's language and literacy development are provided.