Reducing Test Bias Through Dynamic Assessment Of Children's Word Learning Ability

This study examined the performance of preschool children from culturally and linguistically diverse backgrounds, both typically developing and with low language ability, on a word-learning task. A pretest-teach-posttest method was used to compare a mediation group to a no-mediation group. Children in the mediation group were taught naming strategies using mediated learning experience (MLE). Results indicated that typically developing and low language ability children were differentiated on the basis of pretest-posttest change and that dynamic measures (e.g., posttest scores of single-word labeling and modifiability ratings from the mediation sessions) predicted the ability groups better than static measures (e.g., pretest scores of single-word labeling, description, and academic concepts). These results suggest that dynamic assessment approaches may effectively differentiate language difference from language disorder.Communication Sciences and Disorder

Assessing the Language of 2-year-olds: From Theory to Practice

Early screening for language problems is a priority given the importance of language for success in school and interpersonal relationships. The paucity of reliable behavioral instruments for this age group prompted the development of a new touchscreen language screener for 2-year-olds that relies on language comprehension. Developmental literature guided selection of age-appropriate markers of language disorder risk that are culturally and dialectally neutral and could be reliably assessed. Items extend beyond products of linguistic knowledge (vocabulary and syntax) and tap the process by which children learn language, also known as fast mapping. After piloting an extensive set of items (139), two phases of testing with over 500 children aged 2; 0–2; 11 were conducted to choose the final 40-item set. Rasch analysis was used to select the best fitting and least redundant items. Norms were created based on 270 children. Sufficient test-retest reliability, Cronbach\u27s alpha, and convergent validity with the MB-CDI and PPVT are reported. This quick behavioral measure of language capabilities could support research studies and facilitate the early detection of language problems

Reflexiones sobre una teoría de la democracia en un mundo globalizado. Notas sobre el debate Habermas/Luhmann

“¿En qué sentido perjudicaría la globalización a la capacidad de autocontrol democrático de una sociedad nacional? ¿Existen para los déficits que aparecen a nivel nacional equivalentes funcionales en un plano supranacional?... ¿La globalización de la economía es una fuerza incontrolable e inflexible a la que se subordina inevitablemente la democracia liberal?” (Habermas, J.; 2000: p. 92). El proyecto no pretende dar cuenta del problema intentando agotar la bibliografía existente, creemos más productivo, llevar la reflexión hacia las teorías de Niklas Luhmann y Jûrgen Habermas. Cuyos constructos parten de diferencias directrices opuestas: sistema/entorno el primero; sistema/mundo de la vida el segundo. Se intentará en este breve espacio dar cuenta de la coherencia de los constructos teóricos de ambos autores y cómo la democracia se “embraga” en cada uno de ellos

Classification Accuracy of the Quick Interactive Language Screener for Preschool Children with and without Developmental Language Disorder

This research examined the classification accuracy of the Quick Interactive Language Screener (QUILS) for identifying preschool-aged children (3;0 to 6;9) with developmental language disorder (DLD). We present data from two independent samples that varied in prevalence and diagnostic reference standard

Dual Language Profiles in Spanish-Speaking English Learners

Purpose: This study examined systematic within-group differences in a large-scale sample of school-aged Hispanic, Spanish-speaking children designated as English Learners (ELs) by their school district. Method: Data for this study include 847 Spanish-speaking ELs from kindergarten to third grade. Spanish and English narrative retell language samples were collected from all participants. Four oral language measures were calculated in Spanish and English, including the subordination index (SI), moving average type-token ratio (MATTR), words per minute (WPM), and Narrative Structure Scheme (NSS) using Systematic Analysis of Language Transcript (SALT). These eight measures were used in a latent profile analysis to identify dual language profiles. Results: The optimal model represents a four-profile solution, including a Spanish-dominant group (average Spanish, low English), an English-dominant group (low Spanish, average English), and two balanced groups (a balanced-average group and a balanced-high group). Additionally, participants displayed uneven performance across language domains and distinct patterns of unique strength or weakness in a specific domain in one of their two languages. Conclusions: Findings from this study demonstrated large within-group variability in both English and Spanish oral language abilities in school-aged Spanish-speaking ELs. The presence of an English-dominant group in this sample challenged a common assumption that ELs are more proficient in their home language compared to English. These findings emphasized the importance of assessing both languages in multiple domains to paint a representative picture of a bilingual child’s language abilities

Assessing Dual Language Learners of Spanish and English: Development of the QUILS: ES

Introduction and objectives Developing a language screener for Dual Language Learners presents numerous challenges. We discuss possible solutions for theoretical and methodological problems often encountered in the development of such a test and illustrate possible solutions using a newly developed language screener for Dual Language Learners. Materials and methods The process for developing, validating and norming the screener is also offered as a potential model for the development of other assessments for Dual Language Learners throughout the world. The twelve types of subtests are in three categories: Vocabulary, Syntax, and Process. Results and conclusions Results from the Tryout and Norming phase on 362 Dual Language Learners aged 3–5;11 years are presented, together with the results of item selection via IRT, validity, and reliability testing. The advantage of using Best Scores is highlighted as a useful measure to identify children who are at risk for language difficulties that will impact their academic success. Importantly, knowledge is found to be distributed across the languages

Revista de logopedia, foniatría y audiología

Título, resumen y palabras clave en español e inglésResumen basado en el de la publicaciónDesarrollar un evaluador del lenguaje para estudiantes bilingües presenta numerosas dificultades. Se abordan las posibles soluciones para problemas teóricos y metodológicos que se encuentran a menudo en dichas pruebas, y se ilustran las posibles soluciones utilizando un evaluador recientemente desarrollado para estudiantes bilingües. El proceso de desarrollo, validación y normalización del evaluador se ofrece también como un modelo potencial para el desarrollo de otras evaluaciones de estudiantes bilingües a nivel mundial. Los 12 tipos de subpruebas se reúnen en tres categorías: vocabulario, sintaxis y proceso. Se presentan los resultados de la fase de prueba y normalización en 362 estudiantes bilingües de tres a cinco; 11 años, junto con los resultados de la selección de ítems a través de las pruebas de IRT, validez y fiabilidad. La ventaja de utilizar las mejores puntuaciones destaca como medida útil para identificar a los niños con riesgo de dificultades lingüísticas, las cuales repercutirán en su éxito académico. Se ha detectado que el conocimiento se distribuye entre los idiomas.Biblioteca del Ministerio de Educación y Formación Profesional; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]