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01. | Expression Included Pilot Expression | ppt | Sunumu İndir |
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Importance of Conceptual Scoring to Language Assessment in Bilingual Children2011 ASHA Convention, San Diego, CANovember 19, 2011Shannon Wang, M.A., CCC-SLPNancy Castilleja, M.A., CCC-SLPMarie Sepulveda, M.S., CCC-SLPMark H. Daniel, Ph.D.
AgendaOverview: Assessing bilingual childrenConceptual score approach to language assessmentData collectionResearch results
Overview: Assessing Bilingual ChildrenIDEIA Statute: Reduce the inappropriate over-identification of children, especially minority and limited English-proficient children, as having a disability. Statute: Title 1.D.664.b.2.D.vii
Normal bilingual phenomena can look similar to a disorder to those unfamiliar with 2nd language acquisitionSome typical characteristics of bilingual speakers in the U.S.• Arrest: The level of proficiency in the language does not change.• Attrition: Language loss and language forgetting• Avoidance: Specific element of a language is not used• Language non use (silent period): a language is not used for communication purposes• Overgeneralization: a language rule is applied in an unrestricted fashion• Language transfer: phonological, morphological, syntactic, semantic and/or pragmatic characteristic is used in another language• Fossilization: an inaccurate rule stabilizes to the point of continual usage(Region 4 Educational Service Center, 2005)Result: Bilingual children often misdiagnosed• Low test scores in both Spanish and English
Assessing Bilingual Abilities“The lower vocabulary of bilinguals at certain stages of development may have nothing to do with handicaps or dominance questions but probably more with a smaller variety of linguistic input in each language taken separately.” Hugo Baetens-Beardsmore, 1986Assessing vocabulary in bilingual children: best practice is to test both languages H. Kayser, 1989; H. W. Langdon, 1989
Conceptual Scoring“Conceptual scoring” is scoring the meaning of a response regardless of the language in which it is produced. B. Pearson, S. Fernandez, & D.K. Oller, 1993Bilingual children benefit from conceptual scoring, especially when tested in Spanish L. Bedore, E. Peña, M. Garcia, & C. Cortez, 2005Different ways of combining test scores across languages were tested—combining scores across two languages in a composite or selecting combinations of better task or language performance to use as a basis for decision-making…Classification can be more accurate when scores in both language are used systematically for decision-making.E. Peña and L. Bedore, 2011
Conceptual Scoring ---> Dual Language Score“Conceptual scoring” is based on literature examining semantic language development (vocabulary and other semantic skills).PLS-5 Spanish targets oral language (semantic and morphosyntactic skills) and early academic skills.
Does the dual language score approach provide a more valid representation of a bilingual child’s language skills?Studies Examining a Dual Language Approach for PLS-5 Spanish• PLS–4 Spanish bilingual pilot study• PLS–5 Spanish • bilingual tryout study• bilingual standardization study
Development of a dual-language scoring procedure• Bilingual expert panel– Hortencia Kayser, Ph.D. – Henriette Langdon, Ph.D. – Elizabeth Peña, Ph.D. • Developed PLS–4 Spanish English Record Form supplement• Administered PLS–4 Spanish to participants• After administration of the PLS-4 Spanish, items the child missed in Spanish were re-administered in EnglishPLS–4 Spanish Bilingual Pilot Study
PLS–4 Spanish Bilingual Pilot StudyParticipants n=28Ages 3:7-6:10Countries of origin– Mexico– Caribbean– Central & South AmericaCaregiver education level– 11th grade or less 37%– High school graduate or GED 22%– 1–3 years of college or technical school 22%– 4 or more years of college 19%
Fluency in SpanishExposure to Spanish• Primary caregiver speaks Spanish to child• Child is Spanish-English bilingual• Child may be enrolled in bilingual classesLanguage comprehension• Understands Spanish and a little English OR• Understands both Spanish and English OR• Understands some concepts only in Spanish and some only in EnglishLanguage expression• Speaks Spanish, a little English OR• Speaks both Spanish and EnglishPLS–4 Spanish Bilingual Pilot Study
Results• 93% received additional points in ACScore difference range: 0 to 6 points (mean = 2.9)• 75% received additional points in ECScore difference range: 0 to 13 (mean = 3 points)• 32% of sample earned scores that moved from language-disordered range of performance to typically developing rangePLS–4 Spanish Bilingual Pilot Study
PLS–5 Spanish Bilingual Tryout StudyParticipants n=200Ages 2:0 through 7:11Diagnosis TD: n = 166NonTD: n = 34
PLS–5 Spanish Bilingual Tryout StudyCriteria for Language DisorderInclusionary Criteria• Diagnosed with a moderate to severe language disorder (< 77 on standardized test) in either receptive language, expressive language or both OR• Diagnosis based on non-standardized tests results; plus statement provided by clinician indicating a moderate to severe language disorder• Must be enrolled in language therapy
PLS–5 Spanish Bilingual Tryout StudyCriteria for Language Disorder (cont.)Exclusionary Criteria• history of hearing impairment, middle ear infections/ otitis media/PE tubes, or hearing aids• phonological disorder• verbal apraxia or dyspraxia, or exhibits deletions of final sounds or syllables • Exceptions– aspirated final /s/, common in a Puerto Rican dialect– Consistently substitutes final /s/ with another phoneme
PLS-5 Spanish Bilingual Tryout Study: Sample DemographicsTD Non-TDN 166 34Age: Mean 4:11 5:5 SD 1:7 1:5NTD group: Expressive language 19% Receptive language 4% Both 77%
PLS–5 Spanish Bilingual Tryout StudyMethod• PLS-5 Spanish Tryout edition• Items were administered in Spanish first• Any items missed in Spanish were re-administered in English• Items were scored based on:• Spanish performance• Spanish-English performance (dual language scoring)• Data analysis compared Spanish-only scores and Spanish-English scores
PLS–5 Spanish Bilingual Tryout Study FindingsGain from dual language scoring • Beneficial for children ages 4:0-7:11• Strongly related to rated proficiency in English(Children with “little English” show little gain)• No relationship to caregiver education level• No relationship to whether or not the child is typically developing• For children 2:0-3:11• Children still in the early language acquisition process • There was not the same pattern of gains with dual language scoring as with older children
PLS–5 Spanish Bilingual Tryout Study Findings (continued)• Children with typical language development showed equal gains in academic and non-academic language• Children with a language disorder showed greater gains in non-academic language
PLS-5 Spanish Standardization:Dual Language StudyBilingual Children’s Levels of Fluency in Spanish and English• Primarily Spanish speaker with some English abilities• Bilingual Spanish-English speaker
Language Comprehension in Spanish1. Child understands Spanish, but no English [monolingual]2. Child understands Spanish and a little English [bilingual]3. Child understands both Spanish and English [bilingual]4. Child understands some concepts in Spanish and some in English (e.g., home concepts in Spanish; school concepts in English) [bilingual]5. Child understands English and some Spanish [not included in sample]6. Child does not understand Spanish; only understands English [not included in sample]
Expressive Language in Spanish1. Child converses in Spanish, speaks no English [monolingual]2. Child converses fluently Spanish and speaks Spanish most of the time. He or she speaks a little English [bilingual]3. Child converses fluently in both Spanish and English [bilingual]4. Child converses fluently in English and speaks English most of the time. He or she speaks a little Spanish. [not included in sample]5. Child converses fluently in English; speaks no Spanish [not included in sample]
Exposure to SpanishAlmost always: [monolingual] • Interacts in a Spanish speaking environment only• Leisure activities in Spanish• Speaks Spanish with family and friendsOften: [bilingual]• interacts in both Spanish and English environments • may prefer to speak Spanish with friends and family OR• may switch languages without a preference for eitherOccasionally: [bilingual]• Interacts with friends or family members who speak Spanish only• Speaks Spanish but prefers English with family and friendsSeldom or Almost Never [not included in the study]• Interacts with friends or family members who speak Spanish only, but do not live in child’s home (seen infrequently)• Communicates a few messages in Spanish
Dual Language STDZ Study: Length of Time Residing in the U.S.* 17% did not report length of time in the U.S. • 0-11 Months• 1 Year• 2 Years• 3 Years• 4 Years• 5 or more Years• Born in the U.S.83% of the children living in the U.S. wereborn in the U.S. or have lived in the U.S. for more than 5 years
PLS–5 Spanish Dual Language Standardization Study: OverviewField Research• PLS-5 Spanish Standardization edition– Items were administered in Spanish first– Any items missed in Spanish were re-administered in EnglishScoring• Items were scored based on:– Spanish performance– Spanish-English performance (dual language scoring)Data Analysis• Data analysis compared Spanish scores to Spanish-English scores
Dual Language Record Form(Draft)
PLS–5 Spanish Dual Language STDZ StudyMatched Bilingual and Monolingual Samples
PLS–5 Spanish Dual Language STDZ StudyMatched Monolingual and Bilingual Samples:Age and GenderBilingual Monolingual Bilingual Monolingual Bilingual MonolingualNAge: Mean SDGender: Female 44% 44% 46% 51% 46% 46% Male 56% 56% 54% 49% 54% 54%4.80.8767.00.6Ages 0-2 Ages 3-5 Ages 6-7811.50.8151
PLS–5 Spanish Dual Language STDZ StudyMatched Monolingual and Bilingual Samples:Caregiver EducationBilingual Monolingual Bilingual Monolingual Bilingual MonolingualCaregiver education: < high school grad 22% 22% 30% 33% 26% 18% high school grad 25% 26% 27% 31% 34% 34% some college 24% 26% 21% 20% 17% 29% college graduate 30% 26% 23% 17% 22% 18%Ages 0-2 Ages 3-5 Ages 6-7
PLS–5 Spanish Dual Language STDZ StudyMatched Monolingual and Bilingual Samples:RegionBilingual Monolingual Bilingual Monolingual Bilingual MonolingualRegion: Northeast 4% 3% 5% 0% 4% 0% Midwest 0% 0% 6% 1% 3% 0% South 51% 42% 69% 48% 66% 13% West 44% 26% 17% 7% 22% 1% Puerto Rico 1% 30% 3% 44% 5% 86%Ages 0-2 Ages 3-5 Ages 6-7
PLS–5 Spanish Dual Language STDZ StudyMatched Monolingual and Bilingual Samples:Country of OriginBilingual Monolingual Bilingual Monolingual Bilingual MonolingualCountry of origin: Mexico 61% 53% 66% 41% 75% 15% Puerto Rico 11% 31% 5% 43% 9% 85% South America 16% 6% 17% 4% 8% 0% Central America 10% 4% 10% 7% 4% 0% Cuba 3% 5% 1% 4% 4% 0% Dominican Rep. 0% 1% 1% 1% 0% 0%Ages 0-2 Ages 3-5 Ages 6-7
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Method:Matched Monolingual and Bilingual SamplesAges 0-2Scale Score Type M SD M SD ∆ t pSpanish 102.0 15.7 102.5 12.3 0.5 0.20Dual-Language 102.0 15.7 103.6 12.2 1.6 0.73Spanish 102.9 13.4 103.9 11.1 1.0 0.55Dual-Language 102.9 13.4 104.3 11.1 1.4 0.74Spanish 102.7 14.3 103.5 11.0 0.8 0.38Dual-Language 102.7 14.3 104.4 11.0 1.7 0.80Difference808180Monolingual BilingualAuditoryCompExpCommTotalLangN per group
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Method:Matched Monolingual and Bilingual SamplesAges 0-2Auditory Comprehension95100105110Spanish Dual-LanguageMonolingualBilingualExpressive Communication95100105110Spanish Dual-LanguageMonolingualBilingualTotal Language95100105110Spanish Dual-LanguageMonolingualBilingual
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Method:Matched Monolingual and Bilingual SamplesAges 3-5Scale Score Type M SD M SD ∆ t pSpanish 97.8 11.7 100.4 14.6 2.6 1.77Dual-Language 97.8 11.7 106.4 14.8 8.6 5.66 <.001Spanish 99.9 11.8 100.5 16.3 0.6 0.37Dual-Language 99.9 11.8 104.3 16.3 4.4 2.60 .01Spanish 98.8 11.6 100.6 16.0 1.8 1.03Dual-Language 98.8 11.6 105.9 16.1 7.1 4.14 <.001145144MonolingualAuditoryCompExpCommTotalLangBilingualN per group150Difference
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Method:Matched Monolingual and Bilingual SamplesAges 3-5Auditory Comprehension95100105110Spanish Dual-LanguageMonolingualBilingualExpressive Communication95100105110Spanish Dual-LanguageMonolingualBilingualTotal Language95100105110Spanish Dual-LanguageMonolingualBilingual
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Method:Matched Monolingual and Bilingual SamplesAges 6-7Scale Score Type M SD M SD ∆ t pSpanish 98.6 11.1 97.7 16.9 -0.9 -0.49Dual-Language 98.6 11.1 106.6 13.4 8.0 4.73 <.001Spanish 97.7 10.0 99.0 16.4 1.3 0.59Dual-Language 97.7 10.0 105.9 13.4 8.2 4.79 <.001Spanish 98.0 10.6 98.3 17.3 0.3 0.13Dual-Language 98.0 10.6 106.9 13.7 8.9 5.25 <.001757574DifferenceN per groupTotalLangMonolingual BilingualAuditoryCompExpComm
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Method:Matched Monolingual and Bilingual SamplesAges 6-7Auditory Comprehension95100105110Spanish Dual-LanguageMonolingualBilingualExpressive Communication95100105110Spanish Dual-LanguageMonolingualBilingualTotal Language95100105110Spanish Dual-LanguageMonolingualBilingual
PLS–5 Spanish Dual Language STDZ StudyNorm Sample(includes a representative number of clinical cases)
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Methodand Fluency Group (Norm Sample)Ages 0-2Scale Score Type N M SD N M SD N M SDSpanish 98.7 16.3 101.5 12.5 102.4 12.3Dual-Language 98.7 16.3 102.2 12.5 107.6 11.3Difference 0.0 0.7 5.2Spanish 100.9 15.2 103.4 10.9 102.7 8.7Dual-Language 100.9 15.2 103.8 11.0 104.1 8.7Difference 0.0 0.4 1.4Spanish 99.8 15.6 102.7 11.0 102.9 10.6Dual-Language 99.8 15.6 103.3 11.1 106.6 9.9Difference 0.0 0.6 3.7AuditoryCompExpCommTotalLanguage26Bilingual141514Primarily Spanish2626Monolingual286286286
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Methodand Fluency Group (Norm Sample)Ages 0-2Auditory Comprehension95100105110Spanish Dual-LanguageBilingualPrimarily SpanishMonolingualExpressive Communication95100105110Spanish Dual-LanguageBilingualPrimarily SpanishMonolingualTotal Language95100105110Spanish Dual-LanguageBilingualPrimarily SpanishMonolingual
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Methodand Fluency Group (Norm Sample)Ages 3-5Scale Score Type N M SD N M SD N M SDSpanish 97.9 13.6 98.5 15.6 99.3 15.0Dual-Language 97.9 13.6 102.9 15.7 107.0 14.4Difference 0.0 4.4 7.7Spanish 98.6 14.8 99.8 16.8 96.4 17.2Dual-Language 98.6 14.8 102.8 16.9 101.9 17.1Difference 0.0 3.0 5.5Spanish 98.0 14.4 99.0 16.8 97.9 16.9Dual-Language 98.0 14.4 103.1 16.8 105.1 16.7Difference 0.0 4.1 7.2BilingualPrimarily SpanishMonolingual544949AuditoryComp8988ExpCommTotalLanguage30530588305
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Methodand Fluency Group (Norm Sample)Ages 3-5Auditory Comprehension95100105110Spanish Dual-LanguageBilingualPrimarily SpanishMonolingualExpressive Communication95100105110Spanish Dual-LanguageBilingualPrimarily SpanishMonolingualTotal Language95100105110Spanish Dual-LanguageBilingualPrimarily SpanishMonolingual
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Methodand Fluency Group (Norm Sample)Ages 6-7Scale Score Type N M SD N M SD N M SDSpanish 97.0 14.7 94.3 18.0 94.2 16.9Dual-Language 97.0 14.7 100.7 16.6 104.2 14.1Difference 0.0 6.4 10.0Spanish 96.5 13.1 94.8 16.5 94.2 17.1Dual-Language 96.5 13.1 99.5 15.7 103.0 14.7Difference 0.0 4.7 8.8Spanish 96.4 14.3 93.8 18.0 94.0 17.2Dual-Language 96.4 14.3 99.9 16.8 104.2 14.3Difference 0.0 6.1 10.2848080Bilingual69 4169 43AuditoryComp69 43Primarily SpanishMonolingualExpCommTotalLanguage
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Methodand Fluency Group (Norm Sample)Ages 6-7Auditory Comprehension9095100105110Spanish Dual-LanguageBilingualPrimarily SpanishMonolingualExpressive Communication9095100105110Spanish Dual-LanguageBilingualPrimarily SpanishMonolingualTotal Language9095100105110Spanish Dual-LanguageBilingualPrimarily SpanishMonolingual
PLS–5 Spanish Dual Language STDZ StudyClinical Samples
PLS–5 Spanish Dual Language STDZ StudyMatched Clinical and Nonclinical Samples:Age and GenderExpressive Language DisorderReceptive Language DisorderExp & Recept Language DisorderN 69 53 48Age: 1 3 3 32 11 11 113 12 6 64 14 10 85 11 10 86 10 8 77 8 5 5Mean: 4.7 4.6 4.5Gender: Female 28% 23% 21%Male 72% 77% 79%
PLS–5 Spanish Dual Language STDZ StudyMatched Clinical and Nonclinical Samples:Caregiver EducationExpressive Language DisorderReceptive Language DisorderExpressive & Receptive Language DisorderCaregiver education: < high school grad 55% 64% 67% high school grad 20% 25% 23% some college 13% 2% 2% college graduate 12% 9% 8%
PLS–5 Spanish Dual Language STDZ StudyMatched Clinical and Nonclinical Samples:RegionExpressive Language DisorderReceptive Language DisorderExpressive & Receptive Language DisorderRegion: Northeast 17% 23% 23% Midwest 0% 0% 0% South 35% 34% 35% West 30% 32% 31% Puerto Rico 17% 11% 10%
PLS–5 Spanish Dual Language STDZ StudyMatched Clinical and Nonclinical Samples:Country of OriginExpressive Language DisorderReceptive Language DisorderExpressive & Receptive Language DisorderCountry of origin: Mexico 59% 62% 60% Puerto Rico 20% 13% 13% South America 4% 6% 6% Central America 10% 13% 15% Cuba 4% 4% 4% Dominican Rep. 1% 2% 2%
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Method:Matched Clinical and Nonclinical SamplesExpressive Language DisorderNote: All clinical vs. nonclinical differences are statistically significant (p < .001).Scale Score Type M SD M SD ∆Spanish 78.8 15.5 96.1 14.9 17.3Dual-Language 79.7 15.2 98.7 13.4 19.0Spanish 76.5 12.1 97.8 14.2 21.3Dual-Language 77.1 12.0 99.0 14.4 21.9Spanish 76.3 12.6 97.1 14.6 20.8Dual-Language 77.0 12.3 98.8 14.3 21.8ExpComm64TotalLanguage64N per groupClinical NonclinicalAuditoryComp69
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Method:Matched Clinical and Nonclinical SamplesExpressive Language DisorderAuditory Comprehension707580859095100105Spanish Dual-LanguageNonclinicalClinicalExpressive Communication707580859095100105Spanish Dual-LanguageNonclinicalClinicalTotal Language707580859095100105Spanish Dual-LanguageNonclinicalClinical
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Method:Matched Clinical and Nonclinical SamplesReceptive Language DisorderNote: All clinical vs. nonclinical differences are statistically significant (p < .001).Scale Score Type M SD M SD ∆Spanish 74.3 13.7 94.2 13.4 19.9Dual-Language 74.9 13.5 97.5 12.3 22.6Spanish 76.6 12.9 96.3 12.2 19.7Dual-Language 77.1 13.1 98.0 12.6 20.9Spanish 74.2 12.4 95.3 12.3 21.1Dual-Language 74.7 12.3 97.6 12.3 22.9Expressive Communic49TotalLanguage49N per groupClinical NonclinicalAuditory Comprehe53
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Method:Matched Clinical and Nonclinical SamplesReceptive Language DisorderAuditory Comprehension707580859095100105Spanish Dual-LanguageNonclinicalClinicalExpressive Communication707580859095100105Spanish Dual-LanguageNonclinicalClinicalTotal Language707580859095100105Spanish Dual-LanguageNonclinicalClinical
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Method:Matched Clinical and Nonclinical SamplesExpressive & Receptive Language DisorderNote: All clinical vs. nonclinical differences are statistically significant (p < .001).Scale Score Type M SD M SD ∆Spanish 73.7 13.9 94.2 13.9 20.5Dual-Language 74.3 13.7 97.0 12.5 22.7Spanish 75.5 12.6 96.7 12.6 21.2Dual-Language 75.8 12.9 97.8 12.8 22.0Spanish 73.3 12.3 95.5 12.7 22.2Dual-Language 73.7 12.2 97.2 12.7 23.5Expressive Communic45TotalLanguage45N per groupClinical NonclinicalAuditory Comprehe48
PLS–5 Spanish Dual Language STDZ StudyStandard Score by Administration Method:Matched Clinical and Nonclinical SamplesExpressive & Receptive Language DisorderAuditory Comprehension707580859095100105Spanish Dual-LanguageNonclinicalClinicalExpressive Communication707580859095100105Spanish Dual-LanguageNonclinicalClinicalTotal Language707580859095100105Spanish Dual-LanguageNonclinicalClinical
PLS–5 Spanish Dual Language STDZ Study1. Little effect of dual-language scoring below age 3.
PLS–5 Spanish Dual Language STDZ Study1. Little effect of dual-language scoring below age 3.2. Nevertheless, dual-language scoring significantly raised the average standard scores of bilingual children. Children who primarily speak Spanish but know some English had a smaller increase than children who are more fully bilingual.
PLS–5 Spanish Standardization:Dual Language STDZ Study1. Little effect of dual-language scoring below age 3.2. Nevertheless, dual-language scoring significantly raised the average standard scores of bilingual children. Children who primarily speak Spanish but know some English had a smaller increase than children who are more fully bilingual.3. Dual-language scoring did not affect the scores of children with language disorders.
Testing in Spanish and English: Dominance and Proficiency“The concept of a ‘dominant’ language is losing favor as there is more evidence that proficiency in two languages occur on a continuum, with individuals being able to understand or express some concepts better in one language and others in another language.”(Peña, Bedore, & Zlatic-Giunta, 2002)“…notions such as proficiency and dominance are moving targets altered with differences in tasks, topics, and demands”(Goldstein, 2004)
Testing in Spanish and English: Dominance and Proficiency“Language proficiency measurement is not as concerned as to which language is stronger or dominant, but rather its goal is to provide a description of the language development of the child in listening, speaking, reading, and writing.(Kayser, 2001)
ReferencesBaetens-Beardsmore, H. (1986). Bilingualism: Basic Principles (2nd Ed.). San Diego, CA: College-Hill Press.Bedore, L., Peña, E., Garcia, M., & Cortez, C. (2005). Conceptual vs. monolingual scoring: when does it make a difference?. Language, Speech, and Hearing Services in Schools, 36, 188-200. Kayser, H.R. (1989). Speech and language assessment of Spanish-English Speaking Children. Language, Speech, and Hearing Services in the Schools, 20 (3), 226-244.Kayser, H. (2001) “Assessing Language Proficiency and LanguageDominance.” From the Hart. October 2001. Bilingual Therapies, Inc.http://www.bilingualtherapies.com/kayser-newsletter/2001/assessinglanguage-proficiency-and-language-dominance/Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), Public Law 108-446 (2004.) 118 Stat. 2647 (2004)
References (continued)Langdon, H.W. (1989). Language Disorder or Difference? Assessing the Language Skills of Hispanic Students. Exceptional Children, 56 (2). Pearson, B., Fernandez, S. & Oller, D. K. (1993). Lexical development in bilingual infants and toddlers: comparison to monolingual norms. Language Learning, 43 (1), 93-120.Peña, E.D. & Bedore, L.M. (2011). “It takes two: improving assessment accuracy in bilingual children. ASHA Leader, 16 (13), 20-22.Peña, E., Bedore, L., Zlatic-Giunta, R. (2002) Category-GenerationPerformance of Bilingual Children: The Influence of Condition Category andLanguage. Journal of Speech Language and Hearing Research, 45, 938-947.Region 4 Educational Service Center (2005). Houston, TX (Author).
Contact InformationShannon WangSenior Research Directorshannon.wang@pearson.comNancy CastillejaSenior Product Managernancy.castilleja@pearson.comMarie SepulvedaResearch Directormarie.sepulveda@pearson.comMark DanielSenior Scientist for Research Innovationmark.daniel@pearson.com