Separating Language Impairment From Language Influence in Diverse Students

College of Education – Department of Special Education
 Language, Literacy, and Cognition
Class for Week #10 – November 2, 2023
Weekly Activity #10
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Prath, S. (2019). Using informal measures to separate language impairment from language influence when working with diverse students. Perspectives of the ASHA Special Interest Groups, 4(5), 1121-1127.
Provide a list of five (5) MAJOR points from the article. Information that you can use in your current or future practice. Consider how this information can help you as a special education teacher.

1. Significance of language samples. The article emphasizes the significance of utilizing informal language samples for diagnostic reasons and addressing language-related problems. The article highlights the recognition of language samples as substantial tools capable of yielding diagnostic information. For instance, in formal evaluations, which are time-consuming and sometimes inadequate in capturing the learners' language capabilities, language samples present a more accurate and dynamic world assessment. The language samples' efficiency is a pivotal point as the article emphasizes that the perceived diagnostic strategy can be integrated into a practitioner's routine within a relatively short duration (Prath 1122). This emphasis holds substantial importance for exceptional education tutors entitled to demanding work schedules and the need to identify and effectively address the learners' needs. The straightforward approach recommended by the article also highlights the applicability and accessibility of language samples. The recommendation to utilize readily available technology in recording samples aligns with the contemporary tools at the educators' disposal. The perceived pragmatic strategy increases the efficiency of implementation and encourages tutors to integrate language samples into their diagnostic repertoire. The article thus emphasizes that when utilized effectively, language samples empower teachers to acquire and deliver rich diagnostic information. Special education teachers should, therefore, embrace language samples as valuable tools for enhancing their diagnostic capabilities and serving diverse students' linguistic needs (Prath 1124).

2. Practical approach for language sample collection. The article highlights the accessible and practical approach for language sample gathering, thus addressing the demands and constraints teachers encounter in busy educational settings. It emphasizes the leveraging of modern technologies such as computers and phones in recording language samples, thus aligning with the contemporary tools readily available to the teachers. The