1

About this sample literature review: The following literature review was
composed as part of an honors capstone project proposal in the field of
communication sciences and disorders. It served as the introduction to the project
proposal and, thus, was part of a larger work (as opposed to a stand-alone piece).

The assignment was: In this literature review, you will create a justification for
your honors capstone project (and its design) by examining the state of
knowledge on your topic, the key concepts and theories that will serve as the
foundation for your project, and the gaps or needs that your project will address.
The literature review should be 4 to 5 double-spaced pages—slightly longer than
the literature review in a typical journal article.

This sample literature review is more comprehensive (meaning it draws on more

sources) than many class assignments but less comprehensive than literature
reviews for a thesis or dissertation. Class assignments that require students to
carefully examine a limited number of sources or graduate level literature
reviews (which are expected to provide a thorough analysis of many sources)
may offer more detailed descriptions of the studies under review than this
sample does. For an overview of literature reviews (created in conjunction with
this annotated sample) and for more literature review resources, please visit this
link.

Examining Verb Usage in English Learners

English learners, those learning English in addition to other languages,

This literature
composed 10% of the American school-age population in the 2014 – 2015 school
review introduction
uses statistics to The writer explains
year (U.S. Department of Education, 2016). The U.S. Department of Education the implications of
establish the scope
and significance the the data in her own
topic. (2016) estimates that the percentage of English learners is even higher for those words.

under the age of 6. Scores on the National Assessment of Educational Progress

(NAEP) demonstrate that many of these children will need support in acquiring

English language skills. On the 2015 NAEP reading assessment, the scores of If this were a stand-
alone literature
fourth graders identified as English learners averaged below the basic reading review, it might offer
a purpose statement
Here is the big- level and only two points above children who were identified as having a here (e.g., This
picture problem review of the
that the writer’s disability (The Nation’s Report Card, 2015). Many English learners struggle to literature will
research project is examine existing
responding to. acquire English language skills, but it is important to note that there may be research on [topic x]
in order to…).
different causes for this difficulty.
 2

Some children simply have a language difference, “a rule-governed

It would be help-
ful to have a topic language style that deviates in some way from the standard usage of the
sentence / transition In writing in the
that connects the mainstream culture,” while others have a language disorder, “a significant
health and social
concepts of sciences (as well as
language differences discrepancy in language skills relative to what would be expected…for a clients’ natural and physical
and disorders to the sciences), quotations
previous topic of age or developmental level” (Paul & Norbury, 2012, pp. 138). A language very rarely appear
English learners. literature reviews.
difference can be due to the cultural and linguistic variables from another However, this is one
exception: when
language influencing the way English learners acquire English, such as the sharing an
established
sounds they produce and the grammatical structures they utilize. An English definition.

learner with a language disorder will have consistent errors throughout all the

languages they use, which may negatively impact their reading and writing skills

(American Speech-Language-Hearing Association, 2017a).

Speech language pathology is one profession that supports English

learners’ various language needs. Interventions for these students focus on the

language and literacy abilities they need to succeed in the classroom (American The focus of the
paper narrows in
Strong transitions Speech-Language-Hearing Association, 2017a; American Speech-Language- this paragraph. The
often use a term or author shows how
concept from the Hearing Association, 2017d). According to the American Speech-Language- the topic of the
previous paragraph previous paragraph
as a hook that links Hearing Association’s (ASHA) scope of practice (2017c), in order to be (language
old information to differences and
new information. A clinically competent, a speech language pathologist (SLP) is required to disorders in English
stronger way to learners) is relevant
begin this paragraph to the particular
differentiate a language difference from a language disorder in English learners .
would be to use the profession of speech
term “SLP” as a language pathology.
However, a 2016 survey showed that only 8% of SLPs felt that they were very
hook: SLPs face a
number of barriers qualified to address the cultural and linguistic needs that arise when working th
and limitations to
accurately assessing
wi English learners (American Speech-Language-Hearing Association, 2016).
the language skills... In this sentence, the
writer is outlining
There are a number of barriers and limitations to accurately assessing the what is to come. She
will expand on each
language skills of English learners. These include similarities between typically of these ideas in the
coming paragraphs.
developing English learners and English learners with a language impairment, a

shortage of developmental data for English learners, and a lack of cultural

 3

consideration in standardized assessment. Language impairment is a type of

language disorder identified in children who show deficits in either receptive

(understood) or expressive (used) language skills compared to peers with the

This concluding same amount of language exposure (Bedore & Peña, 2010). When compared to
sentence
successfully explains their monolingual peers, English learners can show similar expressive and
why the information
provided in this
receptive delays as children with language impairment (Bedore
paragraph is
significant.
& Peña, 2010). Therefore, it can be difficult for an SLP to differentiate between

typically developing English learners and those with language impairment.

This paragraph
More issues arise when testing English learners because there are very demonstrates one
difference between
few bilingual SLPs and little data on typical and atypical development in writing in the
sciences and writing
languages other than English (Paradis, Schneider, & Duncan, 2013). Many SLPs in the humanities.
In this paragraph, Science writing
the writer uses five rely on standardized tests to assess English learners (Caesar & Kohler, 2007). foregrounds data
sources that build and findings and
upon each other to often deemphasizes
However, these tests often do not include English learners in the normative
show why authors (whose
standardized tests names may only
sacmple, nor do they take cultural factors into account (De Lamo, White, & Jin,
may not accurately appear in
assess English parenthetical
learners. This is a 2011). For example, children from culturally diverse backgrounds may not have
citations). In
good example of contrast, humanities
synthesis. experience completing standardized tests. Of the 55 frequently used standardized
writing often
prioritizes and leads
tests of language, only 13 report acceptable levels of sensitivity and specificity with the name of the
author and/or the
(Betz, Eickhoff, & Sullivan, 2013), defined as 80% or higher (Plante & Vance, publication
Notice the
organization of this responsible for the
paragraph. It 1994). ideas under
presents a causal discussion.
chain (one problem Due to the lack of appropriate assessments available for English learners,
leads to the next and
to the next). The SLPs risk under-identifying or over-identifying these students as having language
writer skillfully leads
into each new link in impairment (Muñoz, White, & Horton-Ikard, 2014). Under-identification of
the chain by
referring to the English learners can occur when SLPs either delay or choose not to assess a
previous one. The
underlined phrases disorder because they do not feel confident in the assessments available for
all serve as
transitional hooks. English learners (Muñoz et al., 2014). When SLPs under-identify English
learners with language impairment, students may not receive the appropriate
 4 It would be helpful
to have a concluding
sentence that
services they need. These services may include therapy focused on reading, answers one of the
following questions:
What do we know
writing, and the development of language skills to better equip the child in
now? Why does this
information matter?
academics and communication (American Speech-Language Hearing
What’s the upshot?
Association, 2017d).

In contrast, over-identification in English learners occurs when SLPs

label a student as having an impairment when they are developing normally. The concluding
sentence wraps up
Over-identifying English learners violates the Individuals with Disabilities this paragraph and
This paragraph, like the one before it.
the one before it, Combining the two
continues to Education Act, which states that a child cannot be identified as having a
paragraphs would
establish the unify related
importance of the dicsability based on a lack of English proficiency (The Individuals with information and
research topic by solve the problem of
demonstrating what Disabilities Education Act of 2004, 2006). Both under- and over-identification the missing
is already known conclusion in the last
about it. violate ASHA’s Code of Ethics, which requires SLPs to competently provide paragraph.

their services and to not discriminate based on culture, ethnicity, or dialect

(American Speech-Language-Hearing Association, 2017b, para. 30 & 32).

Everything up to In response to these issues, recent research has provided new ways to
this point has served
as an introduction to accurately differentiate typically developing English learners from English
the broader problem Notice the shift from
that inspired this providing context
learners with language impairment. These methods include using a combination
honors project. about the problem
Depending on the to reviewing current
of dynamic assessments, such as test-teach-retest, response to intervention (i.e.
assignment, context, research. Here, the
and discipline in writer moves into
which the literature teach-test-teach), assessment of information processing skills, and language
describing what is
review is being known about
written, it may or sampling. Dynamic assessments allow a professional to consider the child’s
assessing English
may not be learners with
appropriate to environment, home, and culture , while standardized assessment compares language
dedicate as much impairments.
time and space to English learners’ knowledge to norms that are culturally and linguistically
developing “the
problem.” Short biased, dynamic assessments allows SLPs to analyze English learners’ learning
literature reviews
usually establish the processes (Paradis et al., 2013; Pieretti & Roseberry-McKibbin, 2016; Rosa-
problem (and its
context) in one or Lugo et al., 2010). Since difficulty learning new information is an indicator of
two paragraphs.
language impairment, this feature of dynamic assessments allows an SLP to

identify English learners with language impairment without being proficient in

 5 What do these
statistics illustrate?
Without analysis or
their native languages (Peña et al., 2014). The importance of this type of explanation, readers
may be confused
assessment can be seen in one study that found dynamic assessments identified about their meaning
or significance.
English learners with language impairment with 80.6% to 97.2% accuracy

(Peña et al., 2014).

Current research suggests that monolinguals with language impairment Notice how the
focus of the
It would be help-
have the most difficulty with verbs, particularly those that mark tense, such as literature review is
ful to have transition
narrowing. After
that moves the
third person singular -s and past tense -ed (Rice & Wexler, 1996; Rice, Wexler, reading this
reader from the
paragraph, a reader
topic of dynamic
& Cleave, 1995). Individuals with language impairment show a significant can reasonably
assessments to the
assume that this
topic of this
difference in their acquisition of grammatical knowledge and do not appear to writer’s project will
paragraph. have something to
do with verb tense
understand that tense marking in main verbs is a requirement of the language as a clinical marker
for language
(Rice et al., 1995). Therefore, experts in the field suggest the use of verb tense s impairment. That
said, the writer
a a clinical marker for language impairment in monolinguals (Rice & Wexler, wisely waits to
introduce up her
1996; Leonard, 2014). project until the end
of the literature
Research conducted in the last ten years shows that English learners wi t review.
h
Here, the writer language impairment also have particular trouble with verbs (Blom & Paradis,
makes three
effective moves: 2013; Gutierrez-Clellen, Simon-Cereijido, & Wagner, 2008). Blom and Paradis
(1) She synthesizes
(2013) found that English learners with language impairment demonstrated
by speaking of a
body of research.
particular trouble with regular past tense markings on verbs in English, whereas
(2) She connects
several of the topics typically developing English learners achieved higher accuracy in this area.
she’s discussed.
Taken together with research showing verbs are also more difficult for
(3) She uses this
transition as a monolingual speakers with language impairment, these results suggest that
signpost, signaling This is the gap in
where she’s going. research that the
difficultly with verbs is a hallmark of language impairment, regardless of the
writer intends to
child’s first language. investigate. The
word "suggest"
This honors project will add to the current research on identifying indicates an area
that needs more
English learners with language impairment, furthering the knowledge of English exploration,
according to the
writer's analysis of
learners’ language development and leading to more appropriate assessments for
existing research.

c
 6

This paragraph this population. It will analyze data collected from English learners whose first
makes several
moves common in language is Spanish. The researcher will examine 11 language samples from The writer probably
conclusions of needs to moderate
literature reviews English learners who passed the Test for Examining Expressive Morphology or qualify her claims.
that introduce a It is unlikely that a
research project: (TcEEM) and compare them to 10 language samples from English learners who single study by a
novice researcher
(1) It explains the will cause such a
failed the TEEM. The TEEM is a norm-referenced test used to examine
purpose of the significant change in
present study—in the field.
grammatical structure by having children complete sentences (Merrell & Plante,
particular, how it will
fill a gap in
knowledge or build
1997). The main goal of this project is to determine if this data is consistent with
on existing
knowledge. the hypothesis that students with language impairment have particular difficulty

(2) It gives the with verb usage regardless of their first language.
research question or
hypothesis.

(3) It gives a brief [This literature review was followed by a methods section, project outline,
summary of the and timeline—not pictured in this document.]
methods it will use
to answer the
research question.
 7

References
This literature
American Speech-Language-Hearing
review draws from Association. (2016). 2016 Schools Survey report: SLP
27 sources. Some
caseload characteristics. Retrieved from
kinds of literature
reviews require far The writer cites
www.asha.org/research/memberdata/schoolssurvey/
fewer sources, and several pages on the
some require far website of a
American
more. CheckSpeech-Language-Hearing
with Association (2017a). Bilingual service delivery. Retrieved professional
organization. Formal
your professor or
from http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935
adviser to find out reports from
2 professional bodies
5&section=Key_Issues
the appropriate or government
range for your agencies may be
literature review. American Speech-Language-Hearing Association. (2017b). Code of considered part of
“the literature” on a
Also worth noting is
ethics. Retrieved from http://www.asha.org/Code-of-Ethics/ topic, but general
that this literature
information typically
review drew from isn’t (it may be
several different American Speech-Language-Hearing Association (2017c). Cultural
based on scholarship
types of sources,
competence. Retrieved from but isn’t considered
which are discussed scholarship itself).
in subsequent http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935 3 Still, such
annotations. information can be
0&section=Key_Issues
used in literature
reviews to establish
American Speech-Language-Hearing Association (2017d). Spoken background or
context for the topic,
language disorders. Retrieved from problem, or issue.
http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935 2
7&section=Treatment

Bedore, L. M., & Peña, E. D. (2010). Assessment of bilingual children for

This article, which identification of language impairment: Current findings and
appears in a
scholarly journal, implications for practice. International Journal of Bilingual
does not report the
findings of an Education and Bilingualism, 11, 1–29. doi: 10.2167/beb392.0
original research
project. Rather, it Betz, S. K. Eickhoff, J. R., & Sullivan, S. F. (2013). Factors influencing
reviews existing
research and then the selection of standardized tests for the diagnosis of specific
proposes a decision-
language impairment. Language, Speech & Hearing Services in
making framework.
This article is, in fact, Schools, 44, 133-146. doi: 10.1044/0161-1461(2012/12-0093)
a type of literature
review. Review
articles like this one
Blom, E., & Paradis, J. (2013). Past tense production by English second
may be considered language learners with and without language impairment. Journal of
part of “the
literature” on a
topic.
 8

Speech, Language, and Hearing Research, 56(1), 281-294.

doi:10.1044/1092-4388(2012/11-0112)

Caesar, L. & Kohler, P. (2007). The state of school-based bilingual

assessment: Actual practice versus recommended
guidelines. Language, Speech & Hearing Services in Schools, 38(3),
190-200. doi:10.1044/0161-1461(2007/020)

This article is a Cicchetti, D. (1994). Guidelines, criteria, and rules of thumb for
typical example of evaluating normed and standardized assessment instruments in
scholarly literature
within a scientific psychology. Psychological Assessment, 6, 284 290.
discipline. It
presents the findings doi:10.1037/1040-3590.6.4.284
of an empirical
research study in a De Lamo White, C., & Jin, L. (2011). Evaluation of speech and language
peer-reviewed
journal. This is the assessment approaches with bilingual children. International Journal
most common
article type cited in
of Language & Communication Disorders, 46(6), 613-627.
literature reviews in doi:10.1111/j.1460-6984.2011.00049.x
STEM fields.

Gutierrez-Clellen, V. F., Simon-Cereijido, G., & Wagner, C. (2008).

Bilingual children with language impairment: A comparison with
monolinguals and second language learners. Applied
Psycholinguistics, 29(1), 3-19. doi: 10.1017/S0142716408080016 This article is from
the news magazine
Heilmann, J., Miller, J. F., Iglesias, A., Fabiano-Smith, L., Nockerts, A., & of a professional
organization. It
Andriacchi, K. D. (2008). Narrative transcription accuracy and presents an
argument that
reliability in two languages. Topics in Language Disorders, 28, 178– informs “the
188. problem” described
in this literature
review. News
Merrell, A. W. & Plante, E. (1997). Norm-referenced test interpretation articles and opinion
in the diagnostic process. Language, Speech, and Hearing Services pieces, however, are
not considered
in Schools, 28(1), 50-58. doi: 10.1044/0161-1461.2801.50 scholarship (or
“literature”) in many
fields, as they do not
Muñoz, M. L., White, M., & Horton-Ikard, R. (2014). The identification
undergo a rigorous
conundrum. The ASHA Leader, 19(11), 48-53. peer-review process.

doi:10.1044/leader.FTR3.19112014.48
 9

Paradis, J., Schneider, P., & Duncan, T. S. (2013). Discriminating children

with language impairment among English-language learners from
diverse first-language backgrounds. Journal of Speech, Language &
“The literature” on a
topic may include Hearing Research, 56(3), 971-981. doi: 10.1044/1092-4388(2012/12-
books written by
scholars or experts,
0050
as in this case.
Paul, R. & Norbury, C. F. (2012). Language disorders from infancy
through adolescence (pp. 138). (4th ed.) St. Louis, MS: Mosby Inc.

Pavelko, S. L. & Owens, R. E. (2017). Sampling utterances and

grammatical analysis revisited (SUGAR): New normative values for
language sample analysis measures. Manuscript submitted for
publication.

Peña, E. D., Gillam, R. B., & Bedore, L. M. (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. doi:
10.1044/2014_JSLHR-L-13-0151

Pieretti, R. A., & Roseberry-McKibbin, C. (2016). Assessment and

intervention for English language learners with primary language
impairment: Research-based best practices. Communication
Disorders Quarterly, 37(2), 117-128. Retrieved from:
http://journals.sagepub.com/doi/abs/10.1177/1525740114566652

Plante, E., & Vance, R. (1994). Selection of preschool language tests: A

data-based approach. Language, Speech, and Hearing Services in
Schools, 25 15-24.

Rice, M. L., & Wexler, K. (1996). Toward tense as a clinical marker of

specific language impairment in English-speaking children. Journal
of Speech & Hearing Research, 39(6), 1239.
doi:10.1044/jshr.3906.1239
 10

Rice, M., Wexler, K., & Cleave, P. (1995). Specific language impairment
as a period of extended optional infinitive. Journal of Speech and
Hearing Research, 38, 850–863. doi:10.1044/jshr.3804.850

Rosa-Lugo, L. I., Rivera, E., & Rierson, T. K. (2010). The role of dynamic assessment within the
response to intervention model in school-age English language learners. Perspectives on
School-Based Issues, 11(3), 99-106. doi: 10.1044/sbi11.3.99

e Individuals with Disabilities Education Act of 2004, 20 U.S.C. §

Th 300.306 (2006).

e Nation’s Report Card (2015). National Assessment of Educational

The author of this
literature review Th Progress. Retrieved from
uses several
government https://www.nationsreportcard.gov/reading_math_2015/#reading/g
sources—a piece of
roups?grade=4
legislation, a
national assessment,
and a press S. Department of Education. (2016, September 23). U.S. department of
release—to provide
background on her
U. education releases guidance on English learners. Retrieved from
topic. https://www.ed.gov/news/press-releases/us-department-education-
releases-guidance-english-learners