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Roseberry > Test 3 > Flashcards

Test 3 Flashcards

1
Q

In order to know what a language impairment (LI) is…

  • WE need to know what id typical for..
  • Typical characteristics of Second language..
A
  • We need to know what is typical for ELLs who are developing English
  • Many times, typical characteristics of second language acquisition and bilingualism are mistaken for symptoms of LI
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2
Q

TYPICAL CHARACTERISTICS OF BILINGUALISM AND SECOND LANGUAGE ACQUISITION:

A
  • Language Loss
  • Interference/Transfer
  • Silent period
  • Interlanguage
  • Codeswitching
  • Avoidance
  • Formulaic Language
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3
Q

Language loss:

  • Many ELL students’L1 is not ..
  • unfortunately->
  • Thus..
A
  • Many ELL students’ L1 is not maintained in school through bilingual education
  • Unfortunately→ language loss in L1
  • Thus, low test scores in both L1 and English
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4
Q

Interference/transfer:

  • What is it?
  • For Example:
  • If a Spanish speaking child pointed to a picture and said…
A
  • When students are learning an L2, they make errors that reflect the influence of L1
  • For example: in Spanish, a child would say “la casa verde” (the house green)
  • If a Spanish-speaking child pointed to a picture and said, “look—I see the house green” (instead of “I see the green house”) this would be transfer from Spanish, not a sign of a clinically significant problem with syntax
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5
Q

Transfer:

-Errors of transfer from L1 are…

A
  • syntax, morphology, phonology, semantics, pragmatics

- Errors of transfer from L1 are NOT signs of a communication disorder—just a difference

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6
Q

Silent Period:

  • What is it?
  • The younger the student..
  • Students introduced to L2 during the preschool years may..
A
  • In the early stages of learning an L2, most students focus on comprehension and do very little speaking
  • The younger the student, the longer the silent period usually lasts
  • Students introduced to L2 during the preschool years may speak very little in L1 or in L2 for more than one year
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7
Q

Interlanguage:

  • What is it?
  • Student is..
  • What are inconsistent?
A
  • System that has structurally intermediate status between L1 and L2
  • Student is approximating L2
  • Errors are inconsistent
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8
Q

Codeswitching:

  • What is it?
  • Who commonly uses this strategy?
  • What kind of a communication behavior?
A
  • Alternating between 2 languages within a single phrase, sentence, or discourse
  • Bilingual children commonly use this strategy
  • Normal communication behavior
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9
Q

Codeswitching is used by..

A

multilingual adults and children around the world

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10
Q

Avoidance:

  • What is it?
  • They may be..
A
  • Students will avoid communicating in L2 for fear of being laughed at or made fun of
  • They may be self-conscious about their accent, use of English grammatical structures, and people asking “Where are you from?” (especially older learners)
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11
Q

Formulaic Language:

A

-Children use this to give impression that they speak the L2 well-increase opportunities to converse in L2

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12
Q

Sociocultural variables:

  • S:
  • C:
A

A. Socioeconomic status —low-income children have difficulty with knowledge-based tests

B. Cultural styles—e.g. reduced eye contact with adults, being silent in the presence of an adult

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13
Q

Impact of Affective Variables in Second Language Acquisition:

  • M
  • P
  • Name the third one:
A

A. Motivation— instrumental vs. integrative
-Instrumental:
-just learning for a specific purpose
-learn slower
-Integrative:
-motivated to integrate with the mainstream culture
-they learn faster (Dixon & Zhao, 2017)
B. Personality-is child introverted or extroverted
C. Self-esteem

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14
Q

The Impact of Simultaneous and Sequential Bilingual Acquisition:

  • Simultaneous:
  • Interference between..
A
  • Simultaneous: child is exposed to 2 languages from infancy in natural situations
  • Interference between L1 and L2 is minimal
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15
Q

Early infancy is the..

A

ideal time for a child to be exposed to 2+ languages

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16
Q

Sequential acquisition:

  • What is it?
  • Sequential learners..
A
  • Child is exposed to L1 during infancy, learns L2 at a later time
  • Sequential learners–↑ diversity in rates and stages of acquisition
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17
Q
  • If L2 is introduced sequentially before a strong L1 foundation has been established…
  • These students..
  • Preschool children who..
A
  • If L2 is introduced sequentially before a strong L1 foundation has been established (e.g., 6-8 years of age), L1 development may be arrested or even regress while L2 is being learned
  • These students, for a while, achieve low test scores in both L1 and L2—this can cause them to appear LI when they are not
  • Preschool children who learn English in a sequential manner are especially vulnerable to this situation
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18
Q

4 Stages of Second Language Acquisition in Sequential Learners:

A
  • Preproduction
  • Early Production
  • Speech Emergence
  • Intermediate Fluency
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19
Q

Stage 1 (SLASL)

A

—preproduction:
10 hours-6 months English exposure
Beginning to comprehend-silent period
Beginning to communicate-gestures, body language, pointing

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20
Q

Stage 2(SLASL)

A

—early production:

  • 6 months-1 year English
  • 1-2 word verbal responses
  • Answers simple yes-no, wh-questions
  • Uses routines and formulas
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21
Q

Stage 3 (SLASL)

A
  • Speech Emergence
  • 1-3 yrs English exposure
  • Using phrases and sentences
  • Answers “why” and “how” questions
  • Understands a lot, expresses effectively in simple sentences; some grammatical errors
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22
Q

Stage 4 (SLASL)

A
  • Intermediate Fluency
  • 3-4 years exposure to English
  • Beginning to develop solid academic English
  • Engages in extended discourse
  • Writes essays, critiques and analyzes information
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23
Q

Separate vs. Common Underlying Proficiency:

  • SUP:
  • Believers of SUP try to..
A
  • The Separate Underlying Proficiency (SUP) model holds that L1 and L2 proficiencies are totally separate, and building skills in one language will not help the other language
  • Believers of SUP try to eradicate students’ L1 through placing these students in “sink or swim” all-English classrooms and telling parents to “speak only English at home”
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24
Q

Cummins promoted the CUP model, which states:

A

“…the literacy-related aspects of a bilingual’s proficiency in L1 and L2 are seen as common or interdependent across languages… experience with either language can promote development of the proficiency underlying both languages, given adequate motivation and exposure to both either in school or in the wider environment”

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25
Q

According to the theory of Common Underlying Proficiency…

  • Building up..
  • Parents need to..
A
  • Building up one language positively affects the development of the other language
  • Parents need to speak to their child in the language in which they are most comfortable
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26
Q

Practical Implications of CUP:

A
  • Build up L1 skills
  • The stronger the students L1 foundation, the more easily she will learn concepts in English
  • Additive bilingualism-> academic success!
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27
Q

Often older learners with a solid L1 foundation perform quite well academically because..

A

Because their solid L1 foundation supports the learning of English and academic content

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28
Q

Unfortunately, many of our ELL students experience limited bilingualism

  • These students do not..
  • These students experience..
  • They can appear to be..
A
  • These students do not receive L1 support, and they try to learn L2 (English) with a foundation that is not fully developed
  • These students experience negative cognitive effects and frequent academic failure
  • They can appear to be “language impaired,” when in reality, they are merely not strong in either L1 or English
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29
Q

CILF and FALF (*based on the work of Jim Cummins)

  • We can distinguish..
  • When conducting assessments of ELLs for the possible presence of a LI, what is it important to understand?
A
  • We can distinguish between two types of language fluency
  • When conducting assessments of ELLs for the possible presence of a language impairment, it is extremely important to understand
    a) what type of language proficiency we are assessing, and
    b) if our expectations are reasonable given the student’s length of exposure to English
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30
Q

Conversational Informal Language Fluency (CILF):

A
  • “picked up” quickly and easily from environment
  • Oral language fluency-facilitates social interaction in daily life
  • Context-embedded, shared reality between speakers
  • There is contextual support for the interaction
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31
Q

FALF (Formal Academic Language Fluency):

A
  • Oral and written language
  • Gained through formal schooling
  • Taught explicitly in academic settings
  • Little context or shared reality between communicators
  • Abstract- formal communication contexts
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32
Q

For some ELLs…

  • FALF takes much…
  • If an ELL is proficient and…
  • If an ELL is from a low-income background..
A
  • FALF takes much longer to develop than CILF
  • If an ELL is proficient and literate in her first language, FALF can develop more quickly
  • However, if an ELL is from a low-income background and has no literacy skills in the first language, there can be a gap between CILF and FALF development—CILF develops much faster
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33
Q

In these cases, when we extrapolate from CILF to FALF…

  • Create deficits in..
  • Students with adequate CILF…
A
  • Create deficits in students-may be erroneously identified as LI
  • Students with adequate CILF may still need more time to develop FALF
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34
Q

Many English language proficiency tests assess just CILF

  • A problem with this is that..
  • These can include..
  • The gap between the students..
A
  • A problem with this is that when a CILF-oriented proficiency test labels an ELL student as “Fully English Proficient,” professionals assume the student is ready to handle FALF-oriented tests in English
  • These can include statewide school achievement tests, speech-language and psychological tests, etc.
  • The gap between the student’s CILF and FALF performance may lead to erroneous special education placement.
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35
Q

BILINGUAL EDUCATION AND ACADEMIC SUCCESS:

  • American..
  • Monolingual norm..
A
  • American attitudes

- Monolingual norm assumption/limited capacity hypothesis

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36
Q
  • Most students in Europe..

- Our 16 year old Ukranian

A
  • Most students in Europe begin compulsory foreign lang instruction before age 10
  • Our 16-year old Ukrainian exchange student, Miya, speaks English, Russian, Ukrainian, and French
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37
Q

Diagnostic Pie

  • What is language a system of? What is it used to represent?
  • What might students experiences differ from?
  • If teachers refer ELL students for testing…
  • LI=
A
  • Language is a system of symbols used to represent concepts formed through exposure and experience
  • Students’ experiences may differ from mainstream school expectations
  • If teachers refer ELL students for testing, there may be a difference, not disorder, because of experiential differences
  • LI=disorder in both L1 and English!!
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38
Q

4 quadrants in the “Diagnostic Pie” (p. 248)

A

-Quadrant 1==normal ability, adequate background
-Quadrant 2==normal ability, limitations of linguistic experience, environmental exposure
-Quadrant 3==LI, adequate background
-Quadrant 4==LI, limitations of linguistic experience, environmental exposure
(BE FAMILIAR, not see kids w/ quadrant 1&2)

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39
Q

Dr. Ron Gillam (CSHA)

  • What are we way overidentifying?
  • Assessed Spanish speaking..
  • Of 167…
A
  • We are WAAY overidentifying ELL kindergarteners for IEPs
  • Assessed Spanish-speaking Ks at beginning and end of K (English & Spanish)
  • Of 167 “at risk” at beginning of K, only 21 really needed IEPs at end of K
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40
Q

Indicators of LI

  • How do they learn compared to similar peers?
  • communication problems..
  • Slower..
  • Need for lots of..
  • What kind of problems in L1?
  • Delayed..
A
  • Compared to SIMILAR PEERS, learn slowly in L1 and L2
  • Communication problems at home and/or with similar peers
  • Slower development than sibling (of same gender)
  • Need for lots of prompting, repetition during instruction
  • Pragmatic, syntactic, semantic problems in L1
  • Delayed lang devt. Milestones in L1
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41
Q

LEGISLATION: IDEA 2004

  • How must we evaluate?
  • Tests must be administered..
  • Testing cannot reflect…
A
  • We must evaluate in a nondiscriminatory manner
  • Tests must be administered in most proficient communication mode
  • Testing cannot reflect limited English; must reflect child’s ability in area tested
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42
Q
  • The IDEA does not require..
  • Many special educators have used..
  • the law does not exclude..
  • it leaves the choice of..
A
  • The IDEA does not require that standardized measures are used**
  • Traditionally, many special educators have used standardized tests because they believe that a quantitative score is mandated by federal law; however, the law does not exclude subjective or qualitative measures. It leaves the choice of measurement tools and criteria to the educator.
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43
Q

IDEA, 2004:

  • What is eliminated?
  • What do you increase focus on?
A
  • need for IQ performance discrepancy eliminated

- Increase focus on early intervention

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44
Q

IDEA (2004)
-Does not specify use of..
-Says: use a..
Determination of disability should..

A
  • does not specify use of either formal or informal tools for assessment.
  • Says: use a variety of assessment tools, and that determination of disability should not rely on a single test or measure.
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45
Q

PRE-EVALUATION PROCESS

  • Before doing formal testing..
  • What are the three things that are carried out?
A
  • Before doing formal testing, it is extremely important to carry out the following:
    1. Language proficiency testing
    2. Ethnographic interviewing and case history
    3. Teacher evaluation of student’s classroom performance
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46
Q

Language Proficiency Testing

  • Primary Language
  • Dominant Language
  • Who do we interview?
A
  • Primary language? (language they learned first)
  • Dominant language? (the lang she most fluent in today)
  • Interview parents, teachers, interpreters who have worked with the student
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47
Q

Language Proficiency

  • California->
  • Use..
  • Ask re:
A
  • California -> CELDT (California English language development test)
  • Use language measures
  • Ask re: oral and written skills in both langs
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48
Q

Be careful of the label “English Proficient”

  • Usually means..
  • Children may still not be..
A
  • Usually means adequate ORAL English skills (CILF)

- However, ch still may not be able to read, write adequately in English and take standardized tests competently (FALF)

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49
Q

TESTING IN THE PRIMARY LANGUAGE

  • Problem: great..
  • Problem: Limited..
  • Problem: differences in..
A
  • Problem: great heterogeneity within languages (dialects)
  • Problem: Limited data on normal development in other languages
  • Problem: Differences in vocabulary and linguistic knowledge bases of students who immigrate vs. those born and raised in U.S.
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50
Q

Testing in the Primary Language

  • Spanish versions of most..
  • Many normed on..
A
  • Spanish versions of most tests fail to consider dialectal differences
  • Many normed on monolingual Spanish speaking ch
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51
Q

NEVER Translate an English test into the child’s L1 and use the norms:

  • Normative data is..
  • ELL student has..
  • Some items are..
A
  • Normative data is invalid
  • ELL student has different background experiences than norming sample
  • Some items are not directly translatable
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52
Q

SELECTING ASSESSMENT INSTRUMENTS

A,B,C,D,E,F

A 
A.  Appropriateness of Test Content
B. Adequacy of norms
C. Possible Examiner Bias
D. Possible Situational Bias
E.  Possible Format Bias (types of test items)
F.  Possible Value Bias
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53
Q

A. Appropriateness of Test Content

A

*Many potentially unfamiliar items

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54
Q

D. Possible Situational Bias
-Ways of..
-Children may have a…
Some children come from..

A
  • Ways of communication differ
  • Ch may have a way of communicating that is different from mainstream norms (e.g., don’t look adult in the eye, do initiate conversation)
  • Some ch come from backgrounds where verbal elaboration is not encouraged
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55
Q

E. Possible Format Bias

  • Some children at home are..
  • African American mothers..
  • ELL children may have differences in..
  • For examples,
A
  • Some ch, at home, are rarely asked known-information questions (e.g., about pictures that both speaker and listener can see)
  • Anderson-yockel & Haynes: African American mothers asked their ch fewer yes-no and wh- questions during a reading task than white mothers
  • ELL ch may have differences in socialization practices or early literacy experiences
  • For examples, labeling or pointing to objects may not be a typical experiences for Hispanic ch
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56
Q

F. Possible Value Bias

  • Example: Test of..
  • Preschool Language Scale
A
  • Example: Test of Problem-Solving Skills-Revised—”What should she do now?”
  • Preschool Language Scale—”Why do you brush your teeth?” African American children in some communities “Because my momma told me to.” (scored as incorrect; correct answer is “because you get cavities if you don’t”)
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57
Q

VII. NONBIASED ASSESSMENT: CONSIDERATIONS IN STANDARDIZED TESTING
Introduction
-What kind of tests are used with ELL students?
-Many SLP’s and other special educators..
-The IDEA permits the use of..

A
  • Standardized, formal tests are commonly used with ELL students
  • Many speech-language pathologists and other special educators operate from the belief that we must always obtain quantitative data such as percentile ranks and standard deviations
  • However, the IDEA permits the use of qualitative, subjective measures which we will discuss more in the next section
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58
Q

The Native Americans have a saying..

A

The Native Americans have a saying: When you are riding a horse and it dies, dismount–and find a new one. But many of us keep wanting to revive the old horse of standardized testing with ELL students.

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59
Q

Nonbiased assessment:
B: Pitfalls of using Standardized Tests with ELL Students—Formal Test Assumptions
-There are very few..
-Most Standardized tests are..

A
  • There are very few standardized tests in most languages

- Most standardized tests are developed from a Western, literate, middle class framework

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60
Q

These tests assume that students will:

  • Cooperate to..
  • Attempt to..
  • Understand and successfully..
A
  • Cooperate to the best of their ability
  • Attempt to respond even when test tasks don’t make sense
  • Understand and successful perform artificial, potentially unfamiliar tasks such as fill-in-the-blanks
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61
Q

They also assume that students will:

  • Have been exposed..
  • Be comfortable with..
  • Be proficient in..
A
  • Have been exposed to info and experiences assumed by test
  • Be comfortable with an unfamiliar adult and willing to talk with him or her readily
  • Be proficient in verbal display of knowledge
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62
Q

Bias in Standardized Testing: Potentially Unfamiliar Items

A
  • Household objects
  • Vehicles
  • Sports
  • Musical instruments
  • Types of clothing
  • Professions/occupations
  • Historically related events and people
  • Foods
  • American nursery rhymes
  • Geography
  • Games
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63
Q

An ELL student may not recognize…

A

things like American fruits and vegetables

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64
Q

In many countries, soccer is called..

A

football

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65
Q

Holidays and seasons differ from..

A

country to country

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66
Q

Many immigrant and refugee students are..

A

unfamiliar with items involving snow

67
Q

Modifying Standardized Tests

  • Instructions in..
  • Rephrase..
  • Give extra..
  • Give the student..
  • If the student gives a wrong answer..
  • Repeat items..
A
  • Instructions in L1 and English
  • Rephrase confusing instructions
  • Give extra examples, demos
  • Give the student extra time to respond**
  • If the student gives a “wrong” answer, ask her to explain it and record her explanation; score it as correct if it would be correct in her culture
  • Repeat items when necessary
68
Q

Modifying Standardized Tests cont.

  • Omit..
  • Test beyond..
  • Complete assessment in..
  • Count, as correct..
A
  • Omit biased items student will probably miss
  • Test beyond ceiling
  • Complete assessment in several sessions
  • Count, as correct, answers in either lang (dual scoring system, conceptual scoring)
69
Q

CONSIDERATIONS IN TEST INTERPRETATION

  • Don’t identify a..
  • Ascertain if the..
  • Interpret overall..
  • In assessment reports…
A
  • Don’t identify a student based solely on formal test scores
  • Ascertain if the student’s errors are typical of other students with similar backgrounds
  • Interpret overall results as a team
  • In assessment reports, include disclaimers about departure from standard testing procedures
70
Q

Practical methods of materials

  • Research is cited..
  • These can be used with..
A
  • Research is cited extensively to provide empirical support for a practical “toolkit” of specific strategies and materials
  • These can be used with ELLs between preschool-high school from any language background
71
Q

FOUNDATIONAL PRINCIPLES

  • Nonstandardized assessment increases..
  • Relates more to the actual..
A
  • Nonstandardized assessment increases ecological validity

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

72
Q

The Assessment Wheel demonstrates an ideal approach to comprehensive assessment
-Typically developing ELL students are much less likely..

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

73
Q

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

  • Use multiple..
  • Observe the students ability to..
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
74
Q

Popular current measures (can use parts):

-Mc..

A

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

75
Q

USE A PRE-EVALUATION PROCESS

  • Gather the..
  • Use..
  • Ascertain the..
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
76
Q

Checklist of LI Indicators in L1 and English—When the Student is Compared with Peers from a Similar Cultural and Linguistic Background:
-Does the student..

A

Does the student manifest any of the behaviors listed on the English Language Learner Prereferral Screening

77
Q

I typically try to interview the..

A

classroom teacher, parent, and interpreter who has worked with the student

78
Q

PORTFOLIO ASSESSMENT

  • A portfolio contains..
  • Portfolios help teams..
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
79
Q

Use the Informal Measure of Oral Language Skills

  • This is what I usually use to..
  • It can be administered in..
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
80
Q

Narrative Assessment

-The child can create a ____ or the clinician can..

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)

81
Q

Zaretsky, ASHA:

  • For narrative assessment..
  • Story recall ability is..
  • ELLs with L1 have..
A
  • For narrative assessment, you can use 4 pictures in sequence
  • Story recall ability is a deficit for L1 students
  • ELL’s with L1 have difficulty producing own stories, even if they have good vocab
82
Q

Use of the iPad is very helpful for storytelling

-An option is to..

A

An option is to turn off the sound and let the child tell the story and turn the pages—this can be done in L1, English, or both

83
Q

When the student tells a story:

  • Does she organize..
  • Does she give comments..
  • If the student is retelling a..
  • Does the student use..
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 remember both major and specific details?
  • Does the student use appropriate syntax and vocabulary, even in L1?
84
Q

Different cultures have..

A

different rules for telling stories

85
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

  • Goal of study:
  • How many first and second grade?
  • Important to examine..
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
86
Q

Gorman et al 2011 found that:

  • African American children included..
  • Hispanic children named..
  • White children talked..
A
  • African American children included more fantasy in stories
  • Hispanic children named characters more often
  • White children talked more about relationships between characters
87
Q

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

  • Examined the macrostructure of..
  • to determine if there were…
  • The TD children were much..
  • The TD children also had
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
88
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.
  • Looked at 4-5..
A

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

89
Q

Rezzonico et al., 2016 looked at:

-Macrostructure of Narratives

A

Macrostructure of narratives
Macrostructure: story is thematically coherent
-Events are properly sequenced
Microstructure: appropriate language complexity
-Looking at # of utterances, # of total words, # of different words, sentence length

90
Q

Frame is macrostructure..

A

painting is microstructure

91
Q

Rezzonico et al. 2016 found:

  • There is a transfer of..
  • Evaluating narrative skills in..
A
  • There is a transfer of narrative skills (both macro and micro structure) between Cantonese and English
  • Evaluating narrative skills in both language in a valuable diagnostic task
92
Q

Assessment of childs narrative skills is very promising ->

A

differentiating language difference from impairment in ELL’s

93
Q

Evaluate RAN (Rapid Automatic Naming) Skills

  • Assessment of RAN skills..
  • Research has demonstrated that..
  • RAN tests are best for..
  • RAN assessment works with…
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!
94
Q

Research shows that:

  • If ELL students have difficulty with..
  • More research->
A
  • If ELL students have difficulty with RAN, there is a distinct possibility of dyslexia/reading disabilities
  • More research->ELL population
95
Q 
Assess Associated Motor Behaviors 
-Research suggests that students who have..
-Poor..
-Difficulty..
-Poor..
-Clumsiness..
-Difficulty..
Trouble..
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, buttom shirts, other self-help activities
96
Q

Assess Reading Fluency

  • Reading fluency is an..
  • DIBELS
  • Assesses reading..
  • Fluency is..
A
  • Reading fluency (or lack thereof) is an important potential indicator of a learning disability
  • DIBELS (Dynamic Indicators of Basic Early Literacy Skills) (Good & Kaminski, 2002)
  • Assesses reading fluency in a number of areas
  • http://dibels.uoregon.edu
  • Fluency is a number of words per minute, how fast they read
97
Q

Assess Language Processing Capacity/Information Processing Skills

  • Students with true..
  • LI students have specific difficulties on..
  • For example, it is hard..
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
  • For example, it is hard for these students to recall lists of real words, nonsense words, and to repeat back digits in sequence
98
Q

Dollaghan and Campbell (1998) developed procedures designed to measure..
And found that the procedures..

A

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

99
Q

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

  • These researchers found that Spanish..
  • They had students..
A
  • 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
100
Q

Swanson & Saez (2006).

  • Concluded: word memory..
  • Results: children with..
A
  • Concluded: word memory in primary language predicts growth in 2nd language reading
  • Results: children with average intelligence but were at risk for reading disabilities were deficient on Spanish measures of short term memory
101
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.
-Retrieved 8..

A

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

102
Q

A strong and striking finding across studies…

  • Children with LI performed..
  • Group difference increased..
A
  • Children with LI performed significantly below age matched typically-developing peers on non-word repetition tasks
  • Group difference increased as complexity of nonwords increased
103
Q

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

  • Examined the diagnostic accuracy of..
  • they found that, real and..
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
104
Q

Nonword repetition showed..

A

excellent sensitivity in distinguishing TD from LI children who spoke Italian

105
Q

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

  • Compared nonword repetition skills of..
  • The authors administered..
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)
106
Q

Guiberson & Rodriguez

  • LI children had nonword..
  • Conclusion: nonword repetition tasks successfully..
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
107
Q

Kapantzoglou, Restrepo, Gray, & Thompson (2015)

  • Language ability groups in..
  • Nonword repetition tasks reduce..
  • In one study, bilingual children with..
A
  • Language ability groups in bilingual children: A latent profile analysis. Journal of Speech, Language, and Hearing Research, 58, 1549-1562.
  • Nonword repetition tasks reduce bias in assessment of ELLs
  • In one study, bilingual children with and without LI were classified with 94% accuracy on nonword repetition alone
108
Q
  • The use of processing dependent/…

- They are not biased toward..

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 administer.
109
Q
  • Performance on nonword repetition..

- When children perform poorly..

A
  • Performance on 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.
110
Q

It is very advantageous to use..

A

assessment measures that do not rely on a child’s prior experience or world knowledge

111
Q
  • Processing-dependent measures assess..

- while at the same time to..

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

112
Q

The CTOP

A

Has a nonword repetition subtest that we can use

113
Q

To assess a student’s ability to follow directions,

A

I like the Token Test for Children

114
Q

Paradis, J., Schneider, P., & Sorenson Duncan, T.S.

  • The purpose of the study was to determine whether a combination of..
  • The children had all been exposed to..
A
  • 178 subjects
  • 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
115
Q

Paradis, J., Schneider, P., & Sorenson Duncan, T.S.
All subjects were in the process of acquiring English; language backgrounds included:
-Types of languages:
-There was a range of socioeconomic..

A
  • Arabic, Assyrian, Cantonese, Farsi, Hindi, Mandarin, Portuguese, Punjabi, Urdu, Somali, Spanish, and Vietnamese
  • There was a range of socioeconomic backgrounds, including low-income families
116
Q

Paradis, J., Schneider, P., & Sorenson Duncan, T.S.
Measures used:
-Types of tests

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
117
Q

Paradis, J., Schneider, P., & Sorenson Duncan, T.S.
Studys results (PPVT)
-TD ch scored..
-ELLs, both LI and TD had..

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
118
Q

Measures that were successful with a wide variety of subjects:

  1. n
  2. M
  3. R
A
  1. nonword repetition
  2. Measures of tense morphology in English (TEGI)
  3. Results of ALDeQ
119
Q

Again, all subjects were tested in English

Most successful predictor of LI:

A

Most successful predictor of LI:

-Results of a well-designed parent questionnaire

120
Q

Krok and Leonard 2015:

  • Examined production of regular and..
  • All subjects were..
  • Found that children with SLI across all Germanic..
A
  • Examined production of regular and irregular past tense verbs in typically-developing and specific language impaired (SLI) children who spoke Danish, Dutch, English, German, Icelandic, Norwegian, or Swedish
  • All subjects were monolingual
  • Children with SLI across all Germanic languages had more difficulty with past tense verbs than typically-developing children
121
Q

Dynamic Assessment

  • Dynamic Assessment evaluates a..
  • Conventional tests are..
  • We need to measure..
  • We look at..
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
122
Q

Questions to ask to compare the student to similar ELL peers:

  • How..
  • During instructional..
  • Did this student…
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?
123
Q

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

  • Students in regular..
  • If they do not..
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.
124
Q
  • RTI:
  • Emphasis on..
  • Takes u away from..
  • Goal:
A
  • RtI: 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
125
Q

Diane Blevins from Santa Ana, CA

  • Santa Ana Unified-so many..
  • Many were..
  • Created..
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
126
Q

Diane Blevins

  • “At risk”..
  • Received..
  • End of year:
  • Only about..
A
  • “At risk” preschoolers seen by SLPAs for a year
  • Received lang tx
  • End of year: 95% of ch–fine
  • Only about 5% needed IEPs
127
Q

Blevins continued:

  • Their non-special ed…
  • Language lab:
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
128
Q

Blevins continued:

  • Let’s Talk for parents:
  • Modeled and..
  • Parent-child…
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
129
Q

Blevins found:

  • 24%..
  • 24%..
  • Children’s language..
A
  • 24% increase in caregivers reading to children
  • 24% increase in families visiting language rich environments
  • Children’s language skills improved
130
Q

If students have difficulty with brief reading tasks..

A

I refer them to the resource specialist

131
Q

If students have difficulty with writing or fine motor tasks,

A

I refer to the resource specialist and psychologist

132
Q

In my report I always include..

  • Information about..
  • My rationale..
A
  • Information about these referrals and why I made them
  • My rationale because it can be important for future reference (e.g., if the student has difficulty in later grades, I have a written record)
133
Q

Mattes, L., & Saldana-Illingsworth, C. (2009). Bilingual communication assessment resource: Tools for assessing speech, language, and learning. Oceanside, CA: Academic Communication Associates.

  • An excellent source of..
  • Has many..
A
  • An excellent source of informal assessment tasks (English and Spanish)
  • Has many reproducible forms that can be used over and over again with students from different language backgrounds
134
Q

All these informal assessment tasks we have discussed…

  • Can be used with..
  • Use of the tasks depends..
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
135
Q

UTILIZING THE SERVICES OF INTERPRETERS IN ASSESSMENT

  • Make sure interpreters..
  • Ensure that interpreters..
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
136
Q

Prepare the Interpreter for the Assessment Session by:

  • Providing information..
  • Allowing the interpreter..
  • Showing..
  • Debrief with the..
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
137
Q

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

  • Record
  • Prompt
A
  • Record data incorrectly

- Prompt student or give clues

138
Q

Have the interpreter watch for the following behaviors:

  • R..
  • G…
  • P..
  • D..
  • L..
A 
Response delays 
Gestures to replace words 
Perseveration, confusion 
Distractibility
Language, articulation errors in L1
139
Q

I like to ask:

A

In your ___ years of working in this district with ___# of ___students, what do you think of this particular student’s skills?

140
Q

Interference or Transfer-

A

-Refers to a process in which a communicative behavior from the first language is carried into the second langauge

141
Q

Fossilization-

A

Occurs when specific second language errors remains firmly entrenched despite good proficiency in the second language.

142
Q

Silent period-

A

There is much listening/comprehension and little output. Done when learning a second language

143
Q

Interlanguage-

A

the period in second language development when the learner starts to use language productively until he attains competence that is similar to that of a native speaker

144
Q

Language Loss-

A

Use of the first language decreases, it is common for the learner to lose skills in that language as proficiency is acquired in the second language.

145
Q

Code-switching-

A

alteration between two languages within a single constituency, sentence, or discourse. Also called code-mixing.

146
Q

Acculturation-

A

psychological integration with speakers of the second language

147
Q

Enclosure-

A

refers to the degree to which ethnic groups share the same things in life:schools, churches, recreational facilities, etc.

148
Q

Formulaic language-

A

memorized phrases that children rely on heavily when they are in the early stages of learning English. “Have a good day” learned as a whole.

149
Q

high-input generators-

A

avail themselves of many opportunities for language practice

150
Q

Low- input generators-

A

usually not assertive, generate few opportunities for language practice, and acquire language skills more slowly than high-input generators.

151
Q

Separate Underlying Proficiency(SUP) model-

A

language proficiency in the first language is viewed as entirely separate from proficiency in the second language, and skills learned in the first language will not transfer to the second language.

152
Q

Common Underlying Proficiency (CUP) model-

A

the literacy related aspects of a bilinguals proficiency in his or her first language and second language are seen as common or interdependent across languages…experiences with either language can promote development of the proficiency underlying both languages, adequate motivation and exposure to both either in school or in the wider environment.

153
Q

CILF-

A

fluency in oral, casual language that takes place during conversations between participants

154
Q

FALF-

A

oral and written language skills. involves the academic language necessary to acquire new knowledge and skills

155
Q

Additive bilingualism-

A

occurs when both language spoken by the student are reinforced, resulting in high levels of proficiency in the two languages

156
Q

Subtractive bilingualism-

A

a phenomenon in which the students first language is replaced by the second language, language loss in the first language occurs, and the student gradually becomes a monolingual speaker of English or the majority language

157
Q

Simultaneous acquisition-

A

occurs when two languages are acquired simultaneously from infancy.

158
Q

Sequential or successive acquisition-

A

learning the first language and second language at different times

159
Q

Ethnographic interviewing-

A

a data collection technique originally used by anthropologists, makes it possible to obtain information from the point of view of a cultural informant.
-helps the interviewer get the perspective of the particular culture that the student is from

160
Q

Graduated prompting-

A

Responses are elicited through use of increasingly specific prompts

161
Q

Testing the limits-

A

The goal is to find out what children can do and what they know.

162
Q

Test-Teach-Retest-

A

Initial testing is used to determine what the child knows and what the child does not know. Intervention focuses on teaching unknown items. The child is retested to ascertain whether or not she has acquired the newly taught information.

163
Q

Strategies for Dynamic Assessment:

A

Graduated prompting, testing the limits, test-teach-retest

Roseberry (4 decks)

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