Limited English proficiency inhibits auditory verbal learning in cognitively healthy young adults – exploring culturally responsive diagnostic and educational safeguards

Abstract

This study was designed to examine the effect of limited English proficiency (LEP) on the Hopkins Verbal Learning Test-Revised (HVLT-R). The HVLT-R was administered to 28 undergraduate student volunteers. Half were native speakers of English (NSE), half had LEP. The LEP sample performed significantly below NSE on individual acquisition trials and delayed free recall (large effects). In addition, participants with LEP scored 1.5–2 SDs below the normative mean. There was no difference in performance during recognition testing. LEP status was associated with a clinically significant deficit on the HVLT-R in a sample of cognitively healthy university students. Results suggest that low scores on auditory verbal learning tests in individuals with LEP should not be automatically interpreted as evidence of memory impairment or learning disability. LEP should be considered as grounds for academic accommodations. The generalizability of the findings is constrained by the small sample size.

Keywords:

• Auditory verbal learning
• HVLT-R
• limited English proficiency
• performance validity

Acknowledgements

Relevant ethical guidelines were followed throughout the project. All data collection, storage and processing was done with the approval of relevant institutional authorities regulating research involving human participants, in compliance with the 1964 Helsinki Declaration and its subsequent amendments or comparable ethical standards. Participants consented for their data to be used for research purposes. The authors have no conflict of interest. This research received no funding from external granting agencies.