Practical Strategies and Materials for Informal Assessment of ELLS with Potential LI Flashcards
I. FOUNDATIONAL PRINCIPLES
Nonstandardized assessment increases ________ validity
______ more to the child’s actual environment, and language needed there, than ___________ testing does
I. FOUNDATIONAL PRINCIPLES
Nonstandardized assessment increases ECOLOGICAL validity
RELATES more to the child’s actual environment, and language needed there, than STANDARDIZED testing does
The Assessment Wheel demonstrates an ideal approach to comprehensive assessment (remember this is a ‘wheel,’ nothing is technically first)
_______ assessment: view work samples over time and assess progress made
Narrative assessment: of story-_____ and story _____
_______ assessment: evaluate ability to learn when provided with instruction over time, test-teach-retest
Language proficiency testing: in L1 and English, evaluate ____ and ____
_________ Processing testing: evaluate non-word repetition, digit span, sentence repetition, and rapid automatic naming.
Informal assessment: in _________ contexts, language ________ and evaluating language ___
RtI _______ to _________: in classroom setting
Thorough case history: parent report, health and ___________ issues, vision, hearing, _______ history, and academic history.
The Assessment Wheel demonstrates an ideal approach to comprehensive assessment (remember this is a ‘wheel,’ nothing is technically first)
PORTFOLIO assessment: view work samples over time and assess progress made
Narrative assessment: of story-TELLING and story RECALL
DYNAMIC assessment: evaluate ability to learn when provided with instruction over time, test-teach-retest
Language proficiency testing: in L1 and English, evaluate CILF and FALF
INFORMATION Processing testing: evaluate non-word repetition, digit span, sentence repetition, and rapid automatic naming.
Informal assessment: in NATURALISTIC contexts, LANGUAGE sampling and evaluating language USE
RtI RESPONSE to INTERVENTION: in classroom setting
Thorough case history: parent report, health and DEVELOPMENTAL issues, vision, hearing, LANGUAGE history, and academic history.
Evaluate the Student’s Communication Skills in a Variety of Settings
Use multiple observations in _________ settings
Observe the student’s ability to __________ successfully at home, in the classroom, on the playground, in the cafeteria, and other settings
Evaluate the Student’s Communication Skills in a Variety of Settings
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
- II. USE A PRE-EVALUATION PROCESS*
1. Gather the ___ _____. Be sure to include _______ history.
2. Use ___________ and interviews with individuals who are familiar with the student (e.g., teachers, parents, interpreters)
3. Ascertain the student’s language _________ in L1 and English
Alberta Language and Development Questionnaire (AlDeQ) (Paradis, Emmerzael, & Sorenson Duncan, 2010) Parent questionnaire from Canada
- II. USE A PRE-EVALUATION PROCESS*
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
Alberta Language and Development Questionnaire (AlDeQ) (Paradis, Emmerzael, & Sorenson Duncan, 2010) Parent questionnaire from Canada
III. PORTFOLIO ASSESSMENT
A portfolio contains materials by and information about a _____
Portfolios help _____ judge a student’s ______ to learn over time when provided with instruction
III. PORTFOLIO ASSESSMENT
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
V. Narrative Assessment:
The child can _____ a story, or the _______ can tell a story and ask the child to tell it back (150 words for 5-8 year olds)
_________ is important. Also keep in mind different cultures focus on different _____ of story to focus on.
Zaretsky, ASHA
For narrative assessment, you can use _ pictures in ________.
Story _____ ability is a deficit for language ________ students
ELLs with LI have difficulty producing ____ stories, even if they have good _________
V. Narrative Assessment:
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)
SEQUENCING is important. Also keep in mind different cultures focus on different PARTS of story to focus on.
Zaretsky, ASHA
For narrative assessment, you can use 4 pictures in SEQUENCE.
Story RECALL ability is a deficit for language IMPAIRED students
ELLs with LI have difficulty producing OWN stories, even if they have good VOCABULARY
GORMAN et al 2011 (Creative and stylistic devices employed by children during a storybook task: A cross-cultural study) found that:
Goal of study was to assess cultural ________ in storytelling when children were presented with ________ picture books
African American ch included more ______ in stories
Hispanic ch _____ characters more often
White ch talked more about __________ between characters.
GORMAN et al 2011 (Creative and stylistic devices employed by children during a storybook task: A cross-cultural study) found that:
Goal of study was to assess cultural VARIATIONS in storytelling when children were presented with WORDLESS picture books
African American ch included more FANTASY in stories
Hispanic ch NAMED characters more often
White ch talked more about RELATIONSHIPS between characters.
Rezzonico et al., 2016 (Storytelling of Bilingual Cantonese-English Preschoolers) looked at:
__________ of Narratives: (frame)
Story is thematically coherent
Events are properly sequenced
\_\_\_\_\_\_\_\_\_\_\_: (painting) appropriate lang. complexity number of utterances number of total words number of different words. Sentence length
Rezzonico et al., 2016 (Storytelling of Bilingual Cantonese-English Preschoolers) looked at:
MACROSTRUCTURE of Narratives: (frame)
Story is thematically coherent
Events are properly sequenced
MICROSTRUCTURE: (painting) appropriate lang. complexity number of utterances number of total words number of different words. Sentence length
Rezzonico et al. 2016 found:
There is a ______ of narrative skills in both macro- and micro-structure between Cantonese and English.
Evaluation of narrative skills in ____ languages is a valuable ________ task
So We Know that:
__________ of ch’s narrative skills is very promising across differentiating language ________ from impairment in ELLs
Rezzonico et al. 2016 found:
There is a TRANSFER of narrative skills in both macro- and micro-structure between Cantonese and English.
Evaluation of narrative skills in BOTH languages is a valuable DIAGNOSTIC task
So We Know that:
ASSESSMENT of ch’s narrative skills is very promising across differentiating language DIFFERENCE from impairment in ELLs
VI. Evaluate RAN skills
Assessment of RAN skills provides information about the student’s _____ and _________ of thought
Research has demonstrated that individuals with _______ have difficulty with this task
RAN tests are best for children who are ages _ yrs. and over
RAN assessment works with _____ too
Research shows that:
If ___ students have difficulty with RAN, there is a distinct possibility of ______ or _______ disabilities
VI. Evaluate RAN skills
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
Research shows that:
If ELL students have difficulty with RAN, there is a distinct possibility of DYSLEXIA or READING disabilities
VII. Assess Associated Motor Behaviors
Research suggests that students who have learning disabilities may manifest:
Poor ___________ or awkwardness
Difficulty copying from chalk/whiteboard
Poor __________
Clumsiness or poor ______
Difficulty manipulating _____ objects
Trouble learning to tie shoes, button shirts, other self-help activities
VII. Assess Associated Motor Behaviors
Research suggests that students who have learning disabilities may manifest:
Poor COORDINATION or awkwardness
Difficulty copying from chalk/whiteboard
Poor HANDWRITING
Clumsiness or poor BALANCE
Difficulty manipulating SMALL objects
Trouble learning to tie shoes, button shirts, other self-help activities
VIII. Assess Reading Fluency
Reading fluency or lack thereof is an important potential indicator of a _______ disability
Reading fluency refers to the _____ at which child can read, not ___________
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) (Good & Kaminski, 2002) assesses reading fluency in a number of areas
VIII. Assess Reading Fluency
Reading fluency or lack thereof is an important potential indicator of a LEARNING disability
Reading fluency refers to the SPEED at which child can read, not COMPREHENSION
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) (Good & Kaminski, 2002) assesses reading fluency in a number of areas
IX. Assess Language Processing Capacity/Information Processing Skills
Research has suggested that students with true __ have difficulty ________ the sequential order of information
LI students have specific difficulties on tasks that require ______, immediate ordered _____
IX. Assess Language Processing Capacity/Information Processing Skills
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
Swanson & Saez (2006). Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities*
Found that Spanish-speaking students with reading disabilities performed _____ on Spanish ____-term memory tasks
They had students repeat words back, and they also used ____ repetition
Swanson & Saez concluded that:
____ memory in primary language predicts growth in second language reading
Results showed ch. with _______ intelligence but those that were at risk for _______ disabilities were deficient on Spanish measures of ____- term memory
Swanson & Saez (2006). Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities*
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
Swanson & Saez concluded that:
WORD memory in primary language predicts growth in second language reading
Results showed ch. with AVERAGE intelligence but those that were at risk for READING disabilities were deficient on Spanish measures of SHORT-term memory
A strong and striking finding across studies
Ch with __ performed significantly _____ age-matched typically developing peers on ___-____ repetition tasks
_____ difference increased as the complexity of the ___-_____ increased
A strong and striking finding across studies
Ch with LI performed significantly BELOW age-matched typically developing peers on NON-WORD repetition tasks
GROUP difference increased as the complexity of the NON-WORDS increased
