This module examines different sources of bias that are present in commonly used standardized language tests. Different types of bias are identified including linguistic, cultural and socioeconomic status bias. Cate explains the bias present in specific items from different language tests. Cultural prejudices are also compared to demonstrate the cultural biases many examiners bring to the assessment process. Cate emphasizes the socioeconomic bias inherent in vocabulary tests because vocabulary and labeling are strongly correlated with socioeconomic status, not disability.
Find the playlist for the full set of videos in this module series here:
Preschool Disability Evaluations Playlist
Please find links to research mentioned in this module here:
August, D. & Shanahan, T. (2006). Developing Reading and Writing in Second Language Learners. New York, NY: Routledge.
Hart, B & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H Brookes Publishing.
Hart, B & Risely, T.R. (1999). The Social Word of Children: Learning to Talk. Baltimore, MD: Paul H Brookes Publishing.
Peña, E., & Quinn, R. (1997). Task familiarity: Effects on the test performance of Puerto Rican and African American children. Language, Speech, and Hearing Services in Schools, 28 (Oct.), pp 323-332.
Pruitt, S. & Oetting, T. (2009). Past Tense Marking by African American English-Speaking Children Reared in Poverty. Journal of Speech Language and Hearing Research, 53, 2-15.
Roseberry-McKibbin, C. (2008). Increasing the language and academic skills of children in poverty: Practical strategies for professionals. San Diego: Plural Publishing.
Umbel, V.M., Pearson, B.Z., Fernandez, M.C. & Oller, D.K. (1992). Measuring Bilingual Children’s Receptive Vocabularies. Child Development, 4, 1012-1020.
