L4L: Assessment Flashcards
1
Q
L4L: Assessment 1
A
- Skills above Brown’s Stage V – achieve by age 4
- What do syntax & morphology look like beyond age 5 years?
- Complex language of classroom instruction, curriculum
- Vocabulary—interaction with points above & below this bullet
- —-Semantics and syntax
- Reading—ditto above
- Special discourse rules of classroom
SRE - statement, reason, evidence - Grice’s maxims and other pragmatic issues*****
- Know the 4 maxims
- Discourse can be an extended monologue and this is where the break down usually occurs
- Bucket analogy- demand/capacity model- you can only hold so much in the bucket.
2
Q
L4L: Assessment 2
A
- Reading integrated with oral language (production and comprehension)
- Both (OL & R) are decontextualized
Metalinguistics required - Syntax, morphology & vocabulary ability affect reading comprehension
- Carol Westby suggests scaffolding and the use of props to mix the contextualized and decontextualized
- Skills in oral expression usually affect reading comprehension
3
Q
National Assessment of Educational Progress (NAEP) reading and writing assessments
A
- 27% of students in 8th & 12th grades score below basic level proficiency
- 26% of students in 12th grade do not write at a fundamental level (details, audience perspective, organization, mechanics)
4
Q
Reading & students with LD
A
- 21% are 5 grade levels below
- –5th grader reading at 1st grade level
- More likely to drop out of high school than general population (18% vs. 125)
- Less likely to attend 4 year post-secondary program in the 2 years after high school graduation (13% vs. 53% of gen ed population)
5
Q
Assessment Process
A
- Contexts: school & family (school is ½ of there day)
- Formal (standardized)
—Often required for eligibility
- Informal (no standardized scores)
— Standard is peer group or curriculum
— Criterion referenced
- Federal law says that you do not need a standardized test to qualify for an IEP
- Dyslexia- is not an educational classification
- To qualify for language intervention you need to fall in the severe to profound range, below 6%, which is a standard score below 70 (2SD below)
- RTI (response to intervention) designed to prevent kids from being mislabeled. Usually 6 weeks. Tier 1-school, Tier 2- smaller group or resource, Tier 3- possibly assessment
- physician screenings count for intervention
- hearing screenings
- language screenings
- Best practices- should be looking at informal assessment- no standardized scores (criterion referenced)
6
Q
Criterion-Referenced
A
- Requires knowledge of curriculums, e.g. “hidden” and official, and others (see next slides)
- Observation & collaboration crucial (observation prior to assessment) (collaborate in ARC meetings)
- Obtain baseline- does someone need RTI
- Establish proficiency level
- “sell” to committee for eligibility—not as easy as formal test score. Explain why you don’t have a standardized test scores (pragmatics and discourse not covered in standardized tests)
- Probably need to know typical peers
7
Q
Curriculum
A
- Official: School district outline of curriculum
- Cultural: unspoken, mainstream
- De facto: from selected textbook
- School Culture: implicit & explicit classroom rules
- Hidden: teacher values
- Underground: peer, social
8
Q
Official Curriculum
A
- School district outline of curriculum
may/may not influence classroom - Copy available from teacher, principal, district office
- Often there is a state curriculum with set standards
9
Q
Cultural Curriculum
A
- Unspoken- very important to school age kids
- Mainstream culture- need to understand this culture
- Students need to understand mainstream culture and use it as background to understand aspects of official curriculum
- A lot of states require students to be able to create narratives (other cultures have different types of narratives). Native American kids are not allowed to create narratives
10
Q
De facto Curriculum
A
- Selected textbook determines curriculum
— Public school teaches evolution, other schools will not if they are religious based
- Classrooms within district vary according to how much “teacher manual teaching” is happening
11
Q
School Culture Curriculum
A
- Classroom rules of behavior & communication
- Implicit- language impaired kids don’t get these rules. Typical kids know that it is not good if the teacher approaches their desk. Or if they get a angry look they know to stop what they were doing.
- Explicit- school wide rules, that are posted around the school. It even happens in classrooms, signs with rules. Kids know these because they are explicitly stated.
- Requires metapragmatic awareness
—When talk/not talk
— How to get a turn- don’t yell while raising hand
12
Q
Hidden Curriculum
A
- Teacher value systems
- Subtle expectations- expect kids to be good and clean
- Judgment, based on teacher’s values, of “good” vs. “bad” students
- Kids often get this but don’t get school culture curriculum
—-A lot of peer interaction
13
Q
Underground Curriculum
A
- Peer based
—-demeanor and dress
- Social interaction
- Accepted/rejected
- Slang, social interaction discourse
—-Can swear around friends but not around teachers
- Role of bragging, peer tutoring, etc.
14
Q
Grice’s Maxims
A
- Grice’s Maxims-PRAGMATICS
1. The maxim of quantity, where one tries to be as informative as one possibly can, and gives as much information as is needed, and no more.
2. The maxim of quality, where one tries to be truthful, and does not give information that is false or that is not supported by evidence.
3. The maxim of relation, where one tries to be relevant, and says things that are pertinent to the discussion.
4. The maxim of manner, when one tries to be as clear, as brief, and as orderly as one can in what one says, and where one avoids obscurity and ambiguity.
15
Q
Phonological Processing
A
- Articulation problems after age 10 years, considered “residual”(hard to fix between 6 and 8)
- Problems with rhotics (/r/ and /l/- liquids)
- Phonologically complex forms also possible in LLD
- Stackhouse (1997, in Preston & Edwards, 2007) found difficulty in sound segmentation in 2 children with residual phonological impairments concluded“more likely to form inaccurate phonological representations” word finding ability is affected
—poor phonologic awareness which means poor readers
16
Q
Phonological Processing Skills
A
- Preston & Edwards include
- Phonological awareness
- Phonological memory
- Accurate, rapid retrieval of stored phonological representations
- Previous research has indicated that individuals of all ages, including adults, with a history of phonological impairment will score significantly different than others without the history
17
Q
Phonological Processing Tasks
A
- Nonword repetition
- Multisyllabic word repetition
- Spoonerisms
—–Haircut-carehut
-Phoneme reversal
—–Pittip
- Elision of phoneme (deletion)
—-Cat without /k/–> at
18
Q
Functional Assessment of Verbal Reasoning and Executive Strategies
(FAVRES; MacDonald, 2010)
A
- Typical daily situations “such as planning a school week schedule that includes meeting homework deadlines, allowing study time, and completing other social obligations”
- Both oral & written responses
—Must integrate info presented verbally
—Prioritize info in answers- organize information with planner
19
Q
If not mlu, then what?
A
- Words per t- (or a- or c-) unit (only different to researchers)
- A unit is an independent clause plus attached dependent clauses
- Loban found general increase as advance in grades, regardless of group
- MLU predicts syntactic complexity
c-unit- can take incomplete utterances
20
Q
Loban’s groups
A
- High group: described by teachers as good vocabulary, aware of listener needs and able to control language
- Low group: described by teachers as low vocabulary, not aware of listener, halting and rambling oral language
- Next slide presents oral language, but Loban found written language essentially the same as oral language
Looked at words per c-unit (oral)
