Abstract：
Dynamic assessment (DA) is a tool used to assess children\'s learning potential. Research on English-speaking children indicates that DA effectively diagnoses language disorders in monolingual and bilingual children. However, few DAs have been developed for French-speaking children. This study aimed to examine the validity of a dynamic phonological awareness task for differentiating French-speaking monolingual and bilingual children with and without developmental language disorder (DLD). Thirty-eight monolingual and bilingual children, aged 4-8 years, 23 with typical development (TD) and 15 with DLD, participated in the study. They performed a dynamic phoneme segmentation task, in which graduated cues were provided. Children were also administered a nonword repetition (NWR) task, and a modifiability scale, in which the examiner rated the child\'s responsivity during the task. Statistical analyses examined what factors influenced dynamic task performance, and calculated the sensitivity and specificity of the tests. Results indicated that four factors emerged as significant in a mixed-effects logistic regression model: age, diagnostic group (TD vs. DLD), modifiability, and the number of phonemes in the target word. Older children who had TD and higher modifiability scores had better segmentation skills than other children. Words with fewer phonemes were also easier to segment than words with greater numbers of phonemes. The dynamic task had good sensitivity in the identification of DLD but less good specificity. Our findings indicate that a dynamic task of phonological awareness has the potential to be used as a diagnostic tool to differentiate TD and DLD.
摘要：
动态评估(DA)是一种评估儿童学习潜能的工具。对讲英语的儿童的研究表明，DA可以有效地诊断单语和双语儿童的语言障碍。然而,为讲法语的儿童开发了一些DA。这项研究旨在研究动态语音意识任务在区分有和没有发育性语言障碍（DLD）的法语单语和双语儿童方面的有效性。三十八个单语和双语儿童，4-8岁,23个具有典型发展(TD)，15个具有DLD，参与研究。他们执行了动态音素分割任务，其中提供了分级提示。儿童还接受了非单词重复(NWR)任务，和可修改性量表，其中考官在任务期间对孩子的反应进行了评估。统计分析检查了哪些因素影响动态任务绩效，并计算测试的灵敏度和特异性。结果表明，在混合效应逻辑回归模型中，有四个因素是显著的：年龄，诊断组(TDvs.DLD),可修改性，以及目标单词中音素的数量。患有TD和更高的可修改性得分的年龄较大的儿童比其他儿童具有更好的分割技能。音素较少的单词也比音素较多的单词更容易分割。动态任务在DLD的鉴定中具有良好的灵敏度，但特异性较差。我们的发现表明，语音意识的动态任务有可能用作区分TD和DLD的诊断工具。
