Students from low income backgrounds are especially vulnerable to falling behind their literacy development as they become adolescents and move into the upper grades. As vocabulary and content increases in complexity, students without adequate foundational skills begin to experience more struggle and frustration with grade level material. It can be particularly difficult to motivate adolescent students, so Stephanie reminds us to be sympathetic to the challenges our students face and provides strategies to motivate and support adolescent readers. Find the rest of the modules from this series below: Read More
Category: Disability Evaluations
Test Review: CELF-5
The Clinical Evaluation of Language Fundamentals (CELF-5) was designed to assess a student’s language and communication skills in a variety of contexts, determine the presence of a language disorder, describe the nature of the language disorder, and plan for intervention or treatment.
Relevant Research: Discriminating Disorder from Difference Using Dynamic Assessment with Bilingual Children
Downloadable PDF: Research Summary- Discriminating Disorder from Difference Using Dynamic Assessment in Bilingual Children.pdf
This study builds on recent evidence of the usefulness of dynamic assessment (DA) along with a mediated learning experience (MLE) and graduated prompting as a more appropriate method of determining the presence of language disorder (LD) in culturally and linguistically diverse (CLD) children. Read More
Relevant Research: Factors That Influence Fast Mapping in Children Exposed to Spanish and English
The current study asked whether bilingual children would show less advantage in fast-mapping high-probability words as a result of interference from the second language (in this case Spanish) when compared to monolingual (English) children.
Contemporary Approaches to Intervention: Lindamood Phoneme Sequencing® (LiPS) ® Program for Reading, Spelling, & Speech
Lindamood Phoneme Sequencing (LiPS) is a multi-sensory process-based intervention program that aims to improve fluency by developing phonemic awareness. Read More
Model Eval: 5;1- Spanish/English- Typically Developing
Model Eval-English.Spanish.5-1.pdf
MS, a 5;1 year old bilingual/bicultural (English-Spanish) male was evaluated for speech and language. After a language evaluation, it was determined that MS’s language skills were within normal limits. Read More
Model Eval: 4;7- Spanish/English- Typically Developing
Model Eval- Spanish.English.4-7.pdf
AR is a 4;7 year old sequential bilingual Spanish/English girl. AR has recently entered a monolingual English preschool and has demonstrated emerging skills in English. However, she is also experiencing language loss in Spanish in her new environment. Through the parent interview and appropriate assessment, AR was determined to be typically developing despite evidence of deficit in both languages. Read More
Model Eval: 8;1- Tagalog/English Typically Developing
Model Eval- Tagalog.English.8-0.pdf
TL is an 8 year old sequential Tagalog/English bilingual with typically developing language skills. TL began learning English once she entered school, which is taught in English. Read More
