Module 10

Question 1

What do we know about advanced language skills 
12 years: 
secondary school 
general skills however, consider ?
-mastery of 
-produce/understand
-produce/understand 
-emergent to ?
-language skills related to ?

Answer 1

young adults (think developmental age over chron. age)

• middle/high
• personal and contextual factors for proficiency
• basic language skills
• narratives
• complex sentence structure
• developed metalinguistic skills
• social functioning and abstract thinking

Question 2

increased demands in curriculum: 
semantics: 
vocabulary ? 
-
-
-

morphology:
assists
-change

syntax:
-intrasentential growth
-
-
-intersentential growth:
-

-
-

Answer 2

growth

• new words
• more complex words
• dual meanings - in words or phrases (idioms)
• vocabulary growth
• parts of speech

sentence length
increased uses of subordinate clauses

-new use of conjunctions and cohesive devices

figurative language
sarcasm
discourse: class lectures, expository text

Question 3

Screening and comprehensive assessment for adolescents with advanced language skills:

student centered assessment: 
-continue to incorporate: 
-shift focus on 
students should be consulted on: 
-concerns they have related to 
-what 
-... of language skills 
-... and ...

Answer 3

family, teachers, and other relevant stakeholders
-student-centered assessment

• language/learning skills (requires metalinguistic and metacognitive ability)
• assessments are being administered and why
• self-assessment of language skills
• priorities and goals

Question 4

Screening tools for advanced language: 
purpose: deciding whether 
should be :
RTI/MTSS: limited ?
at-risk populations: focus switches to ? 
unidentified LLD: 
referrals from

Answer 4

child is significantly different from other children in terms of language skills

• quick, standardized, evaluate total language
• limited evidence (less useful, already identified, but if still struggling we want to move quicker towards assessment)
• this, children who are ESL, ELL
• language and cognition linked - have language disorder and normal cognition (kids flow under radar until academic rigor increases)
• teachers, counselors, students (self)

Question 5

standardized norm-referenced assessments for advanced language: 
-less options available for 
-sensitivity is sometimes
-difficult to assess 
-?
-best to assess ?
examples

Answer 5

adolescent pop.
insufficient (language skills are more complex) 
discourse 
decontextualized 
language broadly 

CELF - 5
Comprehensive assessment of spoken language (CASL-2)
oral and written language scales (OWLS-2)

Question 6

informal assessment for adolescents with advanced language skills:
Criterion-referenced assessments for advanced langauge

Reading: 
knowledge of 
-
-different 
-the different 

strategies for:
managing ?
facilitating

Answer 6

derivational morphology and orthographic patterns of irregularly spelled words

• texts and structures
• purposes of text

different styles of reading (skimming,, reading for overview, critical reading for comprehension)
comprehension, storage, and retrieval (GOs, notetaking)

Question 7

Criterion referenced assessment for advanced language (2):

semantic skills: 
what vocab?
-what language forms?
literate ? 
what and what 
word ?
word?

Answer 7

polysemous vocab: words with multiple meanings

• figurative language forms: idioms, metaphors, proverbs, humor, poetic language
• literate lexicon: rarer and more abstract vocab that occurs in scholarly contexts

synonyms and antonyms: word equivalents and opposites

if discrepancy on single word vocab tests look at further in natural contexts

definitions: depth of knowledge

Question 8

criterion referenced assessment for advanced language (3):
oral/spoken skills: 
...... comprehension and reasoning 
-integrative
-... complexity

Answer 8

inferential comprehension and reasoning
-meaning with text, analogies, verbal problem solving

syntactic complexity:
-clause density and linguistic cohesion

Question 9

criterion referenced assessment for advanced language(4): 
conversational skills
conversational analysis: 
.. and...
-
-
-

structured observation:
observing ?
-evaluating
-assessing

Answer 9

initiation and responsiveness (contingency)

• turn taking and conversational repair
• topic structure
• cohesion (sentence level) and coherence (idea level)
• natural conversations is the most ecologically valid approach, but limiting
• role-playing
• negotiation strategies
• register use and variation

Question 10

discourse: classroom
direct ? teacher ? 
-things to inquire about/assess: 
directly assess ? 
-ability to ? and ?

Answer 10

observation/input (interview, checklist)
-narrative skills, logical comm., ability to clarify messages, ability to take others perspectives, turn taking

listening skills: ability to attend to a lecture (consider dynamic assessment) /critical listening (judging content as fact, opinion, fiction)

Question 11

Discourse: narratives 
focus approach on: 
-
-
-
-
-

Answer 11

story-grammar elements related to characters internal thoughts/plans

• inferencing
• summarizing
• use of literate language
• cohesion/coherence

Question 12

discourse: expository texts:
-increased demands in
-focus approach on
-
-
-
-
use ? as well as ?

Answer 12

secondary school contexts (lectures, written texts)

• comprehension/production of literal text
• inferencing
• summarizing and paraphrasing
• persuasive and argumentative texts

dynamic and criterion referenced assessments

Question 13

writing skills: 
increased: 
focus approach on 
-... writing 
-... writing 
...writing 

writing process: 
-
-
-
-
-

Answer 13

demands in secondary school
-personal writing (storytelling, letters, career)
-factual writing (explanations, descriptions, reports, summaries, note-taking)
analytic writing (persuasive essay, research papers, lab reports)

• prewriting
• drafting
• revising
• editing
• publication

Question 14

meta skills and executive function:
what are they ?
-ability to ?
-targets ability for

curriculum based language assessment (CBLA):
-focus on if ?
-note: you are not evaluating IF they are ? but if they ?
important as students depend on

Answer 14

metalinguistic, metapragmatic, comprehension monitoring, metacognition

plan, organize, apply strategies, and monitor one’s own thinking, information and behavior
-strategic reading, organizational strategies, study skills, and comprehension monitoring

student possess the language skills to learn the curriculum
-learning content/have skills necessary to do so

reading/listening to learn content in upper grades

Question 15

special considerations: 
students with severe disabilities
-typically looking at either 
-focus on ? expanded now to include 
-considerations for ?

Answer 15

re-eval. or updating goals/objectives

• functional comm./work, school, social settings
• AAC as appropriate

Question 16

Students with high-functioning autism:
-focus on ? …skills as necessary for ?
measure across
… tasks

Answer 16

social-comm./pragmatic/successful engagement in academic, social and vocational contexts

• contexts and comm. partners
• discourse tasks (conversation, narrative, expository, pragmatic)

Question 17

transition to college/career/vocation: 
public sector must address  ? for students 16-21 years 
-progress towards 
-.... plans 
-community 
-training for 
-.... plans 
ARC ?

Answer 17

Individualized transition plan (ITPs)

• HS graduation
• post-secondary plans
• supports
• self-advocacy
• transition plans
• ARC self determination scale