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Spring '14-143 Exam 3 > Practical Strategies & Materials for Informal assessment of ELLs with Potential LI Continued 4/15 > Flashcards

Practical Strategies & Materials for Informal assessment of ELLs with Potential LI Continued 4/15 Flashcards

1
Q

Just read this card, I don’t know how to formulate a Q w/out being confusing or too wordy…..

A

Processing-dependent measures assess the integrity of the underlying language learning system while at the same time to minimizing the role of previous linguistic, cultural, or environmental experience

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2
Q

T/F: The CTOPP has nonword repetition subtest that we can use?

A

True

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3
Q

Describe the recent study by Paradis, J., Schneider, P., & Sorenson Duncan, T.S. (2013). “Discriminating children with language impairment among English-language learners from diverse first-language backgrounds.”

A
  • study had 178 subjects

The purpose of the study:

  • determine whether a combo of a parent questionnaire (on L1 dev.) & English lang. measures could differentiate between ELLs w/ & w/out LI
  • The children had all been exposed to English sequentially at 2-3 years of age
  • all parents were foreign-born immigrants or refugees
  • There was a range of socioeconomic backgrounds, including low-income families
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4
Q

What were the measures used in Paradis, Schneider, & Sorenson-Duncan research study?

A
  1. ALDeQ
  2. Nonword repetition subtest-CTOPP
  3. Test of Early Grammatical Impairment
  4. Narrative Assessment
  5. Peabody Picture Vocabulary Test-III
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5
Q

What are the results of Paradis, Schneider, & Sorenson-Duncan research study?

A
  • TD ch scored higher than LI ch on every measure except PPVT-III
  • ELLs, both LI & TD, all had difficulty with the knowledge-based PPVT-III
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6
Q

What were the 2 measures that were successful w/ a wide variety of subjects?

A
  1. non-word repetition
  2. Measures of tense morphology in English (look at at accurate production of 3rd person singular – s & regular past tense –ed [& irregular past tense])
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7
Q

What was the most successful predictor of LI with the study done by Paradis, Schneider, & Sorenson-Duncan?

A

The results of a well-designed parent questionnaire

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8
Q

What does a dynamic assessment evaluate?

A

a student’s ability to learn when provided with instruction

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9
Q

What are conventional tests and who do they measure?

A
  • static

- they measure children’s functioning at one point in time

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10
Q

T/F: Within the dynamic assessment we need to measure a child’s zone of proximal development; what s/he can achieve with help?

A

True

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11
Q

T/F: Within the dynamic assessment we do not look at trainability, or the child’s ability to profit from instruction?

A

False, we do look at trainability, or the child’s ability to profit from instruction

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12
Q

What are the 3 questions to ask to compare the student to similar ELL peers?

A
  1. How much structure and individual attention is needed for the student to acquire new language skills?
  2. During instructional activities, to what extent does the student exhibit off-task behaviors or inappropriate responses
  3. Did this student require instructional strategies that differed from those which had been used effectively with similar peers?
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13
Q

What does RtI stand for?

A

Response to intervention

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14
Q

What does RtI utilize?

A

principles of dynamic assessment

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15
Q

T/F: In the RtI students in regular education classrooms receive less intense amounts of support from teachers and Teacher Assistance Teams?

A

FALSE!

They receive increasingly intense amounts of support

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16
Q

What is the term when students do not respond to RtI? & what does this mean?

A
  • Treatment resistance

- Then they probably qualify for special education.

17
Q

T/F: RtI tries to “catch” kids before they end up needing SpEd?

A

True

18
Q

T/F: in RtI there is an emphasis on reading intervention in early grades?

A

True

19
Q

What does RtI take us away from?

A
  • A “wait to fail” system
20
Q

What is RtI’s orientation?

A

Supporting success

21
Q

What is the goal for RtI?

A

To prevent problems later

22
Q

Who is Diane Blevins? & why is she so significant?

A
  • Works at Santa Ana Unified
  • Many students who were referred to her were ELL
  • Created preschool RtI program
23
Q

What did Blevins do about this referral problem?

A
  • “At risk: preschoolers seen by SLPAs for a year
  • Receiving language treatment (Language acquisition/therapy
  • End of ear: 95% of children were fine
  • Only about 5% needed IEPs
24
Q

What did Blevins non-special education intervention options include?

A

a language lab for children and Let’s Talk program for parents

25
Q

Who participates in the language lab & what was the outcome?

A
  • children less than 12 Ch were in it for 1 year

- very successful in decreasing the #s of children on IEPs in elementary school

26
Q

What did Blevins do for the parents?

A
  • Let’s 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
27
Q

What did Blevins find in terms of caregivers reading to their children?

A

There was a 24% increase

28
Q

What did Blevins find in terms of families visiting language rich environments?

A

24% increase

29
Q

What did Blevins find in terms of child’s language skills?

A

They improved

30
Q

T/F: All these informal assessment tasks we have discussed can be used with students from ages preschool through high school?

A

True

31
Q

These informal assessment tasks depends mostly upon what?

A

the students’ English proficiency and how long they have been consistently exposed to English

32
Q

T/F: It is important to make sure the interpreters are well trained and understand the purpose of the evaluation

A

true

33
Q

T/F: Ensure that interpreters can build rapport with others from their culture?

A

True

34
Q

How can we prepare the interpreter for the Assessment Session?

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
35
Q

Why must we supervise the interpreter during the session?

A

To make sure s/he doesn’t…

  • Record data incorrectly
  • Prompt student or give clues
36
Q

What behaviors do we want the interpreter to watch for>

A
  • Response delays
  • Use of gestures to replace words
  • (Look for) perseveration & confusion
  • Distractibility  (Are they distractible?)
  • Language, articulation errors in L1

Spring '14-143 Exam 3 (5 decks)

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