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final roseberry sphp 143 > chp 12 practical strategies and material for informal assessment of ELLs w/ potential LI > Flashcards

chp 12 practical strategies and material for informal assessment of ELLs w/ potential LI Flashcards

1
Q

FOUNDATIONAL PRINCIPLES

A
  • Nonstandardized assessment increases ecological validity​

- Relates more to the child’s actual environment, and language needed there, than standardized testing does

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2
Q

he Assessment Wheel (p. 277)demonstrates an ideal approach to comprehensive assessment

A

-This does take some time, but is worth it because typically-developing ELL students are much less likely to be mislabeled and placed into speech-language and/or other special education services ​

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3
Q

Evaluate the Student’s Communication Skills in a Variety of Setting

A

-Use multiple observations in naturalistic settings​
​-Observe the student’s ability to communicate successfully at home, in the classroom, on the playground, in the cafeteria, and other settings

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4
Q

Many variables make it challenging to assess young ELLs

A

-A phenomenal resource: Tabors, P.O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language (2nd ed.). Baltimore: Paul H. Brookes Publishing Company.​
​-Barrueco, S., Lopez, M., Ong, C., & Lozano, P. (2012). Assessing Spanish-English bilingual preschoolers. Baltimore: Brookes Publishing.

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5
Q

Popular current measures (can use parts):

A

McArthur-Bates Communicative ​
Development Inventories (Spanish​
and English) (only this on test 3)​

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6
Q

USE A PRE-EVALUATION PROCESS

A
  1. Gather the case history. Be sure to include language history.​
    ​
  2. Use questionnaires and interviews with individuals who are familiar with the student (e.g., teachers, parents, interpreters)​
    ​
  3. Ascertain the student’s language proficiency in L1 and English
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7
Q

A wonderful new parent questionnaire has been developed in Canada:

A

Alberta Language and Development Questionnaire (AlDeQ) (Paradis, Emmerzael, & Sorenson Duncan, 2010)​
​
http://www.chesl.ualberta.ca

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8
Q

PORTFOLIO ASSESSMENT

A

A portfolio contains materials by and information about a student​
​
Portfolios help teams judge a student’s ability to learn over time when provided with instruction​

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9
Q

Use the Informal Measure of Oral Language Skills

A
  • This is what I usually use to obtain a language sample from the student​
  • It can be administered in English or in any other language​
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10
Q

Narrative Assessment

A

The child can create a story, or the clinician can tell a story and ask the child to tell it back (150 words for 5-8 year olds)

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11
Q

zaretsky, ASHA`

A
  • for narrative assessment, you can use 4 pictures in sequence
  • story recall ability is a deficit for L1 students
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12
Q

When the student tells a story

A
  • Does she organize it in such a way that the listener understands the general story sequence?​
  • Does she give comments or explanations that are relevant or irrelevant to the story?​
  • If the student is re-telling a story originally told by the speech-language pathologist, does she REMEBER both major and specific DETAILS?​
  • Does the student use appropriate syntax and vocabulary, even in L1?​
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13
Q

remember…

A

Different cultures have different rules for telling stories

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14
Q

Gorman, Fiestas, Pena, & Clark (2011). Creative and stylistic devices employed by children during a storybook task: A cross-cultural study. Language, Speech, and Hearing Services in Schools

A

-Goal of study: to assess CULTURAL VARIATIONS in STORYTELLING when children were presented with wordless picture books​
​
60 first and second grade Caucasian, Hispanic, and African American children​
​
Important to examine this topic because NARRATIVE SKILLS are very predictive of SCHOOL SUCCESS

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15
Q

Gorman et al 2011 found that

A
  • African american ch included more fantasy in stories
  • hispanic ch named characters more often
  • white ch talked more about relationships between characters
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16
Q

Soodla & Kikas (2010; Journal of Speech, Language, and Hearing Research)

A

Examined the macrostructure of Estonian children’s narratives to determine if there were differences in narrative macrostructure between typically-developing (TD) and language impaired (LI) children​
​
The TD children were much better than the LI children at starting stories; the TD children also had significantly more quantity of information in their stories than the LI children

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17
Q

Rezzonico, S. et al. (2016). Narratives in two languages: Storytelling of Bilingual Cantonese-English Preschoolers. Journal of Speech, Language, and Hearing Research, 59, 521-532

A

Looked at 4-5 year old bilingual English-Cantonese children in Canada

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18
Q

Rezzonico et al., 2016 looked at

A
  • macro structure of narratives
  • macrostructure: story is thematically coherent
  • events are properly sequenced
  • microstrucutre: appropriate language complexity
  • looking at # of utterances, # of total words, # of different words, sentence length
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19
Q

Rezzonico et al., 2016 looked at pt 2

A
  • there is a transfer of narrative skills (macro & micro structure) between catonese and english
  • evaluating narrative skills in both languages is a valuable diagnostic task
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20
Q

so we know that

A

-assessment of ch narrative skills is very promising –> differentiating lang difference from impairment in ELLs

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21
Q

Evaluate RAN (Rapid Automatic Naming) Skills

A

Assessment of RAN skills provides information about the student’s SPEED and ORGANIZATION OF THOUGHT​
​
Research has demonstrated that individuals with dyslexia have difficulty with this task​
​
RAN tests are best for children who are ages 5 yrs. and over​
​
RAN assessment works with ELLs too!

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22
Q

research shows that

A

If ELL students have difficulty with RAN, there is a distinct possibility of dyslexia/reading disabilities​
​
More research ELL population

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23
Q

Assess Associated Motor Behaviors

A
  • Research suggests that students who have learning disabilities may manifest: ​
  • Poor coordination or awkwardness​
  • Difficulty copying from the chalk/whiteboard​
  • POOR HANDWRITING​
  • CLUMSINESS, poor balance​
  • Difficulty manipulating small objects ​
  • Trouble learning to tie shoes, button shirts, other SELF-HELP activities ​
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24
Q

Assess Reading Fluency

A

-Reading FLUENCY (or lack thereof) is an important potential indicator of a learning disability​
-Fluency: how fast a ch reads, # of words per minute​
​
-DIBELS (Dynamic Indicators of Basic Early Literacy Skills) (Good & Kaminski, 2002)​
​
-Assesses READING FLUENCY in a number of areas​
​
http://dibels.uoregon.edu​

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25
Q

Assess Language Processing Capacity/Information Processing Skills

A
  • Research has suggested that students with true LI have difficulty retaining the SEQUENTIAL ORDER OF INFORMATION
  • LI students have specific difficulties on tasks that require verbatim, immediate ordered recall
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26
Q

for example it is hard for these students…

A
  • to recall lists of real words, nonsense words, and to repeat back digits IN SEQUENCE
  • Dollaghan and Campbell (1998) developed procedures designed to measure language processing capacity (e.g., repeating back nonsense syllables) and found that these procedures had GOOD POTENTIAL to be used with ELL students in differentiating LI from a language difference
27
Q

Swanson & Saez (2006). Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities)

A
  • Published in Journal of Educational Psychology, 98, 247-264.
  • These researchers found that Spanish-speaking students with reading disabilities performed poorly on SPANISH SHORT-TERM MEMORY TASKS
  • They had students REPEAT WORDS back, and they also used DIGIT REPETITION
28
Q

Swanson & Saez (2006). Concluded & Resulted:

A
  • C: word memory in primary land predicts growth in 2nd lang reading
  • R: Results: ch w/ average intelligence but were at risk for reading disabilities were DEFICIENT on SPANISH measures of SHORT TERM MEMORY
29
Q

A study was conducted by Kan & Windsor (2010). Journal of Speech-Language-Hearing Research, 53, 739-756. Word learning in children with primary language impairment: A meta-analysis

A

Retrieved 846 published studies on this topic for their meta-analysis; analyzed 28 of them

30
Q

A strong and striking finding across studies

A
  • Ch with LI performed signif. Below age-matched typically-developing peers on NON-WORD REPETITION TASKS
  • Group difference increased as complexity of non words increases
31
Q

Dispaldro, Leonard, & Deevy (2013; Journal of Speech, Language, and Hearing Research)

A
  • Examined the diagnostic accuracy of repetition of both real words and nonwords in identifying Italian-speaking children with and without language impairment (ages 3;11-5;8 yrs)
  • They found that, as with other languages, real and nonword repetition successfully distinguished LI children from typically-developing (TD) children
32
Q

basically

A

NONWORD REPETITION SHOWED excellent sensitivity in distinguishing TD from LI children who spoke Italian

33
Q

Guiberson & Rodriguez (2013; Language, Speech, and Hearing Services in Schools

A
  • Compared NONWORD REPETITION SKILLS of 3-5 YEAR OLD SPANISH-speaking children; some were LI, and others typically-developing (TD)
  • The authors administered a Spanish nonword repetition task to both groups (3 to 5 nonword strings were used)
34
Q

Guiberson & Rodriguez found that

A
  • LI ch had nonword repetition scores significantly ↓ those of TD ch
  • Conclusion: Nonword repetition tasks successfully differentiated between LI and TD Spanish-speaking 3-5 year olds
35
Q

Kapantzoglou, Restrepo, Gray, & Thompson (2015)**Language ability groups in bilingual children: A latent profile analysis. Journal of Speech, Language, and Hearing Research, 58, 1549-1562

A
  • Nonword repetition tasks reduce bias in assessment of ELLs

- In one study, bilingual ch w/ & w/o LI were classified w/ 94% accuracy on nonword repetition alone

36
Q

Kapantzoglou, Restrepo, Gray, & Thompson (2015): in sum…

A
  • The use of processing-dependent/dynamic measures with ELL populations is appealing for a number of reasons.
  • They are not biased toward life experience, socialization practices, or literacy knowledge, and they are quick and easy to administe
37
Q

performance on…

A
  • NONWORD REPETITION and WORKING MEMORY measures has been found to be highly correlated with language impairment in children
  • When children perform poorly on processing-dependent measures, there is a high likelihood that they will have some type of language-learning difficulty.
38
Q

it is very advantageous to use

A

-assesment measures that do not rely on a childs prior experience or world knowledge

39
Q

processing-dependent measures assess…

A

the integrity of the underlying language learning system while at the same time to MINIMIZING THE ROLE OF PREVIOUS LINGUISTIC, CULTURAL, OR ENVIRONMENTAL EXPERIENCE

40
Q

the CTOPP …

A

Has a nonword repetition subtest that we can use

41
Q

A study summarizes some of best practices in assessment of ELLs

A

Paradis, J., Schneider, P., & Sorenson Duncan, T.S. (2013). Discriminating children with language impairment among English-language learners from diverse first-language backgrounds. Journal of Speech-Language-Hearing Research, 56, 971-981.

42
Q

Paradis, J., Schneider, P., & Sorenson Duncan, T.S. (2013). study had 178 subjects…

A
  • The purpose of the study was to determine whether a combination of a parent questionnaire (on L1 development) and English language measures could differentiate between ELLs with and without language impairment
  • The children had all been exposed to English sequentially at 2-3 years of age; all parents were foreign-born immigrants or refugees
43
Q

Paradis, J., Schneider, P., & Sorenson Duncan, T.S. (2013): All subjects were in the process of acquiring English; language backgrounds

A

There was a range of socioeconomic backgrounds, including low-income families

44
Q

Paradis, J., Schneider, P., & Sorenson Duncan, T.S. (2013):Measures used

A
  1. ALDeQ
  2. Nonword repetition subtest-CTOPP
  3. Test of Early Grammatical Impairment
    (TEGI; screening form; Rice & Wexler, 2001)
  4. Narrative Assessment
  5. Peabody Picture Vocabulary Test-III
45
Q

Paradis, J., Schneider, P., & Sorenson Duncan, T.S. (2013): study results…

A
  • TD ch scored higher than LI ch on every measure except PPVT-III
  • ELLs, both LI and TD, had difficulty with knowledge-based PPVT-III
46
Q

Paradis, J., Schneider, P., & Sorenson Duncan, T.S. (2013): measures that were successful w/ a wide variety of subjects

A
  1. nonword repetition
  2. measure of tense morphology in English (TEGI)
  3. results of ALDeQ
47
Q

Again, all subjects were tested in English….

A
  • Most successful predictor of LI:

* *Results of a well-designed parent questionnaire

48
Q

Krok & Leonard (2015). Past tense production in children with and without specific language impairment across Germanic languages: A meta-analysis. Journal of Speech, Language, and Hearing Research, 58, 1326-1340. **

A

Krok & Leonard (2015). Past tense production in children with and without specific language impairment across Germanic languages: A meta-analysis. Journal of Speech, Language, and Hearing Research, 58, 1326-1340. **

49
Q

Krok & Leonard found that:

A

Ch. w/ SLI across all Germanic languages had more difficulty w/ past tense verbs than typically-developing ch ​

50
Q

Dynamic Assessment

A

-Dynamic assessment evaluates a student’s ability to learn when provided with instruction (Dixon & Zhao, 2017)​
-Conventional tests are static; they measure children’s functioning at one point in time​
​-We need to measure a child’s zone of proximal development; what s/he can achieve with help ​
​-We look at trainability, or the child’s ability to profit from instruction

51
Q

Questions to ask to compare the student to similar ELL peers

A
  • How much STRUCTURE and INDIVIDUAL ATTENTION is needed for the student to acquire new language skills?
  • During instructional activities, to what extent does the student exhibit OFF-TASK behaviors or inappropriate responses​
  • Did this student require instructional strategies that DIFFERED from those which had been used effectively with similar peers?​
52
Q

Response to Intervention (RtI) utilizes the principles of dynamic assessment

A
  • Students in regular education classrooms receive increasingly intense amounts of SUPPORT from teachers and Teacher Assistance Teams​
  • If they do not respond to this—if they show TREATMENT RESISTANCE–then they probably qualify for special education.​
53
Q

rtl….

A

-Tries to “catch” kids before they end up needing sped​
​-Emphasis on READING INTERVENTION in EARLY grades​
​-Takes us away from a “wait to fail” system; “supporting success” orientation​
​-Goal: PREVENT problems​

54
Q

Diane Blevins from Santa Ana, CA

A
  • Santa Ana Unified–so many preschool referrals–would have cost $2 million to hire SLPs to test and treat kids​
  • Many were ELL​
  • Created preschool RtI program​
55
Q

(blvins) at risk…

A

-preschoolers seen by SLPAs for a YEAR​
​-Received lang tx​
​-End of year: 95% of ch–fine​
​-Only about 5% needed IEPs​

56
Q

Blevins continued:

A

-Their non-special education intervention options included a language lab for children and Let’s Talk program for parents​
​-Language Lab: <12 children; in it for 1 year; very successful in decreasing the #s of children on IEPs in elementary school​

57
Q

(Blevins continued):

A

-LETS TALK for Parents: trained parents 1 hour a week for 6 weeks​
-Modeled and coached them on LANGUAGE STIMULATION TECHNIQUES
​-Parent-Child activities occurred; caregiver handbook too​

58
Q

Blevins found

A
  • 24% increase in caregivers reading to ch​
  • ​24% increase in families visiting lang-rich environments ​
  • Ch’s lang skills improved!
59
Q

All these informal assessment tasks we have discussed

A

-Can be used with students from ages preschool through high school​
​-Use of the tasks depends mostly upon the students’ English proficiency and how long they have been consistently exposed to English​

60
Q

UTILIZING THE SERVICES OF INTERPRETERS IN ASSESSMENT

A

-Make sure interpreters are well trained and understand the PURPOSE of the evaluation​
​-Ensure that interpreters can build RAPPORT with others from their culture​

61
Q

Prepare the Interpreter for the Assessment Session by:

A

-Providing information about the student who is being assessed​
​-Allowing the interpreter time to get organized and ask questions BEFORE the student arrives​
​-Showing (actual demonstration) the interpreter how to use each measure​
​-Debrief with the interpreter after the session​

62
Q

Supervise the interpreter during the session and make sure s/he doesn’t

A

Record data incorrectly ​
​
Prompt student or give clues

63
Q

Have the interpreter watch for the following behaviors:​

A 
-Response delays​
​-Gestures to replace words ​
​-Perseveration, confusion​
​-Distractibility ​
​-Lang, artic errors in L1 ​

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