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

Question 1

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

Answer 1

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

Question 2

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

Answer 2

True

Question 3

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

Answer 3

• study had 178 subjects

The purpose of the study:

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

Question 4

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

Answer 4

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

Question 5

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

Answer 5

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

Question 6

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

Answer 6

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

Question 7

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

Answer 7

The results of a well-designed parent questionnaire

Question 8

What does a dynamic assessment evaluate?

Answer 8

a student’s ability to learn when provided with instruction

Question 9

What are conventional tests and who do they measure?

Answer 9

• static

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

Question 10

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

Answer 10

True

Question 11

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

Answer 11

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

Question 12

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

Answer 12

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

Question 13

What does RtI stand for?

Answer 13

Response to intervention

Question 14

What does RtI utilize?

Answer 14

principles of dynamic assessment

Question 15

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

Answer 15

FALSE!

They receive increasingly intense amounts of support

Question 16

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

Answer 16

• Treatment resistance

- Then they probably qualify for special education.

Question 17

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

Answer 17

True

Question 18

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

Answer 18

True

Question 19

What does RtI take us away from?

Answer 19

• A “wait to fail” system

Question 20

What is RtI’s orientation?

Answer 20

Supporting success

Question 21

What is the goal for RtI?

Answer 21

To prevent problems later

Question 22

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

Answer 22

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

Question 23

What did Blevins do about this referral problem?

Answer 23

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

Question 24

What did Blevins non-special education intervention options include?

Answer 24

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

Question 25

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

Answer 25

- children less than 12 Ch were in it for 1 year | - very successful in decreasing the #s of children on IEPs in elementary school

Question 26

What did Blevins do for the parents?

Answer 26

- 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

Question 27

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

Answer 27

There was a 24% increase

Question 28

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

Answer 28

24% increase

Question 29

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

Answer 29

They improved

Question 30

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

Answer 30

True

Question 31

These informal assessment tasks depends mostly upon what?

Answer 31

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

Question 32

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

Answer 32

true

Question 33

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

Answer 33

True

Question 34

How can we prepare the interpreter for the Assessment Session?

Answer 34

- 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

Question 35

Why must we supervise the interpreter during the session?

Answer 35

To make sure s/he doesn't... - Record data incorrectly - Prompt student or give clues

Question 36

What behaviors do we want the interpreter to watch for>

Answer 36

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