Test 3 Flashcards

Question

According to the theory of Common Underlying Proficiency… - Building up.. - Parents need to..

Answer 1

- 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

Answer 2

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

Answer 3

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

Answer 4

- 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

Answer 5

- 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

Answer 6

- “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

Answer 7

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

Answer 8

- 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

Answer 9

- Create deficits in students-may be erroneously identified as LI - Students with adequate CILF may still need more time to develop FALF

Answer 10

- 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.

Answer 11

- American attitudes | - Monolingual norm assumption/limited capacity hypothesis

Answer 12

- 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

Answer 13

- 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!!

Answer 14

-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)

Answer 15

- 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

Answer 16

- 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

Answer 17

- 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

Answer 18

- 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.

Answer 19

- need for IQ performance discrepancy eliminated | - Increase focus on early intervention

Answer 20

- 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.

Answer 21

- 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

Answer 22

- 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

Answer 23

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

Answer 24

- 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)

Answer 25

- 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.

Answer 26

- Spanish versions of most tests fail to consider dialectal differences - Many normed on monolingual Spanish speaking ch

Answer 27

- Normative data is invalid - ELL student has different background experiences than norming sample - Some items are not directly translatable

Answer 28

``` 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 ```

Answer 29

*Many potentially unfamiliar items

Answer 30

- 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

Answer 31

- 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

Answer 32

- 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”)

Answer 33

- 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

Answer 34

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.

Answer 35

- There are very few standardized tests in most languages | - Most standardized tests are developed from a Western, literate, middle class framework

Answer 36

- 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

Answer 37

- 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

Answer 38

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

Answer 39

things like American fruits and vegetables

Answer 40

country to country

Answer 41

unfamiliar with items involving snow

Answer 42

- 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

Answer 43

- 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)

Answer 44

- 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

Answer 45

- 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

Answer 46

- Nonstandardized assessment increases ecological validity | - Relates more to the child’s actual environment, and language needed there, than standardized testing does

Answer 47

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

Answer 48

- 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

Answer 49

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

Answer 50

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

Answer 51

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

Answer 52

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

Answer 53

- 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

Answer 54

- 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

Answer 55

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)

Answer 56

- 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

Answer 57

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

Answer 58

- 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?

Answer 59

different rules for telling stories

Answer 60

- 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

Answer 61

- African American children included more fantasy in stories - Hispanic children named characters more often - White children talked more about relationships between characters

Answer 62

- 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

Answer 63

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

Answer 64

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

Answer 65

painting is microstructure

Answer 66

- 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

Answer 67

differentiating language difference from impairment in ELL’s

Answer 68

- 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!

Answer 69

- If ELL students have difficulty with RAN, there is a distinct possibility of dyslexia/reading disabilities - More research->ELL population

Answer 70

- 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

Answer 71

- 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

Answer 72

- 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

Answer 73

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

Answer 74

- 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

Answer 75

- 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

Answer 76

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

Answer 77

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

Answer 78

- 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

Answer 79

excellent sensitivity in distinguishing TD from LI children who spoke Italian

Answer 80

- 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)

Answer 81

- 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

Answer 82

- 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

Answer 83

- 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.

Answer 84

- 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.

Answer 85

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

Answer 86

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

Answer 87

Has a nonword repetition subtest that we can use

Answer 88

I like the Token Test for Children

Answer 89

- 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

Answer 90

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

Answer 91

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

Answer 92

- 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

Answer 93

1. nonword repetition 2. Measures of tense morphology in English (TEGI) 3. Results of ALDeQ

Answer 94

Most successful predictor of LI: | -Results of a well-designed parent questionnaire

Answer 95

- 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

Answer 96

- 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

Answer 97

- 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?

Answer 98

- 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.

Answer 99

- 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

Answer 100

- 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

Answer 101

- “At risk” preschoolers seen by SLPAs for a year - Received lang tx - End of year: 95% of ch--fine - Only about 5% needed IEPs

Answer 102

- 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

Answer 103

- 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

Answer 104

- 24% increase in caregivers reading to children - 24% increase in families visiting language rich environments - Children’s language skills improved

Answer 105

I refer them to the resource specialist

Answer 106

I refer to the resource specialist and psychologist

Answer 107

- 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)

Answer 108

- 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

Answer 109

- 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

Answer 110

- Make sure interpreters are well trained and understand the purpose of the evaluation - Ensure that interpreters can build rapport with others from their culture

Answer 111

- 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

Answer 112

- Record data incorrectly | - Prompt student or give clues

Answer 113

``` Response delays Gestures to replace words Perseveration, confusion Distractibility Language, articulation errors in L1 ```

Answer 114

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

Answer 115

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

Answer 116

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

Answer 117

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

Answer 118

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

Answer 119

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.

Answer 120

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

Answer 121

psychological integration with speakers of the second language

Answer 122

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

Answer 123

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.

Answer 124

avail themselves of many opportunities for language practice

Answer 125

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

Answer 126

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.

Answer 127

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.

Answer 128

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

Answer 129

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

Answer 130

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

Answer 131

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

Answer 132

occurs when two languages are acquired simultaneously from infancy.

Answer 133

learning the first language and second language at different times

Answer 134

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

Answer 135

Responses are elicited through use of increasingly specific prompts

Answer 136

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

Answer 137

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.

Answer 138

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

Test 3 Flashcards

(163 cards)