Chapter 11
Dynamic assessment in phonology
A review and its application to French monolingual and bilingual children
Dynamic assessment (DA) is an approach strongly recommended for bilingual children since it
measures children’s learning capacities and not their static knowledge. It has been widely applied to the assessment
of children’s lexical, morphosyntactic, and narrative abilities but minimally so to children’s phonological abilities;
however, its application to phonology has existed for many years in the form of stimulability testing. This chapter
reviews the notion of stimulability and how it has been integrated into DA approaches to phonological production,
primarily in English. The authors describe two French DAs of phonology, which manipulate linguistic environment and
cue levels, and target structures that are late acquired in French speech sound development. The chapter presents
preliminary data on them with French-speaking monolingual and bilingual children.
Article outline
- 1.Introduction
- 2.Literature review
- 2.1Stimulability
- 2.1.1Prognostic value of stimulability
- 2.1.2Factors influencing stimulability
- 2.1.3Theoretical underpinnings of stimulability
- 2.1.4Stimulability training
- 2.2Stimulability and dynamic assessment
- 2.2.1The scaffolding scale of stimulability (SSS)
- 2.2.2Glaspey dynamic assessment of phonology (GDAP)
- 2.2.3Other dynamic tests of phonology
- 3.Dynamic assessment of French-speaking children
- 3.1The Dynamique-Dépistage rapide articulation et
phonologie (D-DRAP) test
- 3.1.1Description of the test
- 3.1.2The study
- 3.2Evaluation dynamique de la
phonologie (EDP)
- 3.2.1Description of the test
- 3.2.2The study
- 4.Conclusion
-
References
-
Appendix
References (53)
References
Aicart-De Falco, S., & Vion, M. (1987). La mise en place du système phonologique du français chez les enfants entre 3 et 6 ans: Une
étude de la production. Cahiers de Psychologie
Cognitive, 7, 247–266.
Bain, B. A. (1994). A
framework for dynamic assessment in phonology: Stimulability revisited. Clinics
in Communication
Disorders, 4(1), 12–22.
Camilleri, B., & Law, J. (2007). Assessing
children referred to speech and language therapy: Static and dynamic assessment of receptive
vocabulary. Advances in Speech Language
Pathology, 9(4), 312–322.
Carter, E., & Buck, M. (1958). Prognostic
testing for functional articulation disorders among children in the first
grade. Journal of Speech and Hearing
Disorders, 23(2), 124–133.
Coquet, F., Roustit, J., & Ferrand, P. (2009). EVALO 2–6: Évaluation du développement du langage oral chez l’enfant de 2 ans 3 mois
à 6 ans 3 mois. Ortho edition.
Delage, H., Prat, P., & Kehoe, M. (2021). L’évaluation dynamique du langage en orthophonie/logopédie. Glossa, 131, 121–142.
De Marchi, L., Matrat, M., Delage, H., & Kehoe, M. (2003). L’évaluation dynamique de la production
phonologique. Glossa,136, 83–126
Demuth, K., & Kehoe, M. (2006). The
acquisition of word-final clusters in French. Catalan Journal of
Linguistics, 5(1), 59–81.
Dinnsen, D., & Elbert, M. (1984). On
the relationship between phonology and
learning. In M. Elbert, D. Dinnsen, & G. Weismer (Eds.), Phonological
theory and the misarticulating child (ASHA Monograph No.
22, pp. 59–68). ASHA.
Dodd, B., Zhu, H., Crosbie, S., Holm, A., & Ozanne, A. (2002). Diagnostic
evaluation of articulation and phonology (DEAP). Psychology Corporation.
Elliott, J. (2003). Dynamic
assessment in educational settings: Realising potential. Educational
Review, 55(1), 15–32.
Glaspey, A. (2006). Dynamic
assessment in phonological disorders: The Scaffolding Scale of
Stimulability (Unpublished doctoral
dissertation). University of
Washington, Seattle.
Glaspey, A. (2019). The
Glaspey Dynamic Assessment of Phonology (GDAP). Academic Therapy Publications.
Glaspey, A., & Stoel-Gammon, C. (2007). A
dynamic approach to phonological assessment. Advances in Speech-Language
Pathology, 9(4), 286–296.
Glaspey, A., Wilson, J., Reeder, J., Tseng, W., & MacLeod, A. (2022). Moving
beyond single word acquisition of speech sounds to connected speech development with dynamic
assessment. Journal of Speech, Language, and Hearing
Research, 65(2), 508–524.
Gudin, L. (2023). L’évaluation dynamique de la production
phonologique (Unpublished master’s
thesis). University of Geneva.
Guenther, F. H. (1995). Speech
sound acquisition, coarticulation, and rate effects in a neural network model of speech
production. Psychological
Review, 102(3), 594–621.
Gutiérrez-Clellen, V., & Peña, E. (2001). Dynamic
assessment of diverse children: A tutorial. Language, Speech, And Hearing
Services in
Schools, 32(4), 212–224.
Hadjadj, O., Kehoe, M., & Delage, H. (2022). Dynamic
assessment identifies morphosyntactic deficits in mono- and bilingual children with developmental language
disorder. Languages, 7(4), 295.
Hambly, H., Wren, Y., McLeod, S., & Roulstone, S. (2013). The
influence of bilingualism on speech production: A systematic
review. International Journal of Language & Communication
Disorders, 48(1), 1–24.
Hasson, N., Camilleri, B., Jones, C., Smith, J., & Dodd, B. (2013). Discriminating
disorder from difference using dynamic assessment with bilingual
children. Child Language Teaching and
Therapy, 29(1), 57–75.
Howell, J., & Dean, E. (1991). Treating
phonological disorders in children: Metaphon, theory to practice. Far Communications.
Hunt, E., Nang, C., Meldrum, S., & Armstrong, E. (2022). Can
dynamic assessment identify language disorder in multilingual children? Clinical applications from a
systematic review. Language, Speech, and Hearing Services in
Schools, 53(2), 598–625.
Kapantzoglou, M., Restrepo, M. A., & Thompson, M. S. (2012). Dynamic
assessment of word learning skills: Identifying language impairment in bilingual
children. Language, Speech, and Hearing Services in
Schools, 43(1), 81–96.
Kehoe, M., Chaplin, E., Mudry, P., & Friend, M. (2015). La relation entre le développement du lexique et de la phonologie chez les enfants
francophones. Rééducation
Orthophonique, 263, 61–85.
Kehoe, M., Niederberger, N., & Bouchut, A. L. (2021). The
development of a speech sound screening test for European French-speaking monolingual and bilingual
children, International Journal of Speech-Language
Pathology, 23(2), 135–144.
Kwiatkowski, J., & Shriberg, L. D. (1993). Speech
normalization in developmental phonological disorders: A retrospective study of capability-focus
theory. Language, Speech, and Hearing Services in
Schools, 24(1), 10–18.
Lidz, C. S. (1991). Practitioner’s
guide to dynamic assessment. Guilford Press.
Lidz, C., & Peña, E. (1996). Dynamic
assessment: The model, its relevance as a nonbiased approach, and its application to Latino American preschool
children. Language, Speech, and Hearing Services in
Schools, 27(4), 367–372.
Lof, G. (1996). Factors
associated with speech-sound stimulability. Journal of Communication
Disorders, 29(4), 255–278.
MacLeod, A., Sutton, A., Trudeau, N., & Thordardottir, E. (2011). The
acquisition of consonants in Québécois French: A cross-sectional study of pre-school aged
children. International Journal of Speech-Language
Pathology, 13(2), 93–109.
Maragkaki, I. (2021). Dynamic
assessment of receptive vocabulary and phonology of preschool children with German as a second
language (Unpublished doctoral
dissertation). University of Geneva.
Matrat, M., Delage H., & Kehoe, M. (2023). A
new dynamic word learning task to diagnose language disorder in French-speaking monolingual and bilingual
children. Frontiers in Rehabilitation
Sciences, 3.
Miccio, A. W., & Elbert, M. (1996). Enhancing
stimulability: A treatment program. Journal of Communication
Disorders, 29(4), 335–351.
Miccio A., Elbert, M., & Forrest, K. (1999). The
relationship between stimulability and phonological acquisition in children with normally developing and
disordered phonologies. American Journal of Speech-Language
Pathology, 8(4), 347–363.
Miccio, A., & Williams, A. L. (2010). Stimulability
intervention. In A. L. Williams, S. McLeod, & R. McCauley (Eds.), Interventions
for speech sound disorders in
children (pp. 179–200). Paul Brookes.
Milisen, R. (1954). The
disorder of articulation: A systematic clinical and experimental
approach. Journal of Speech and Hearing
Disorders, Monograph Supplement 4.
Munson, B., Edwards, J., & Beckman, M. (2005). Phonological
knowledge in typical and atypical speech-sound development. Topics in Language
Disorders, 25(3), 190–206.
Niederberger, N., Kehoe, M., & Bouchut, A. L. (2021). DRAP: Un test de dépistage rapide de l’articulation et de la parole pour les enfants de 3 à 6
ans. Glossa, 131, 33–58.
Olswang, L., Bain, B., Rosendahl, P., Oblak, S., & Smith, A. (1986). Language
learning: Moving performance from a context-dependent to -independent
state. Child Language Teaching and
Therapy, 2(2), 180–209.
Peña, E., Gillam, R., & Bedore, L. (2014). Dynamic
assessment of narrative ability in English accurately identifies language impairment in English language
learners. Journal of Speech, Language, and Hearing
Research, 57(6), 2208–2220.
Petersen, D., Chanthongthip, H., Ukrainetz, T., Spencer, T., & Steeve, R. (2017). Dynamic
assessment of narratives: Efficient, accurate identification of language impairment in bilingual
students. Journal of Speech, Language, & Hearing
Research, 60(4), 983–998.
Powell, T. (1996). Stimulability
considerations in the phonological treatment of a child with a persistent disorder of speech-sound
production. Journal of Communication
Disorders, 29(4), 315–333.
Powell, T., Elbert, M., & Dinnsen, D. (1991). Stimulability
as a factor in the phonological generalization of misarticulating preschool
children. Journal of Speech, Language, and Hearing
Research, 34(6), 1318–1328.
Powell, T., & Miccio, A. (1996). Stimulability:
A useful clinical tool. Journal of Communication
Disorders, 29(4), 237–253.
Rvachew, S. (2005). Stimulability
and treatment success. Topics in Language
Disorders, 25(3), 207–219.
Rvachew, S., Marquis, A., Brosseau-Lapré, F., Paul, M., Royle, P., & Gonnerman, L. M. (2013). Speech
articulation performance of francophone children in the early school years: Norming of the Test de Dépistage
Francophone de Phonologie. Clinical Linguistics and
Phonetics, 27, 950–968.
Rvachew, S., Rafaat, S., & Martin, M. (1999). Stimulability,
speech perception skills, and the treatment of phonological disorders. American
Journal of Speech-Language
Pathology, 8(1), 33–43.
Smith, B. L., McGregor, K. K., & Demille, D. (2006). Phonological
development in lexically precocious 2-year-olds. Applied
Psycholinguistics, 27(3), 355–375.
Strand, E., McCauley, R., Weigand, S., Stoeckel, R., & Baas, B. (2013). A
motor speech assessment for children with severe speech disorders: Reliability and validity
evidence. Journal of Speech, Language, and Hearing
Research, 56(2), 505–520.
Tyler, A. (1996). Assessing
stimulability in toddlers. Journal of Communication
Disorders, 29(4), 279–297.
Tyler, A., & Macrae, T. (2010). Stimulability:
Relationships to other characteristics of children’s phonological
systems. Clinical Linguistics and
Phonetics, 24(4–5), 300–310.
Vygotsky, L. (1978). Mind
in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.)). Harvard University Press.