DDPE Alex IEP goals Nov 2 2014.pdf
This document presents appropriate goals for “Alex,” a 2;10 old English/ Spanish bilingual who was diagnosed with apraxia.
Category: Language Acquisitional History
Language acquisitional history refers to one’s prior language experiences (e.g., languages acquired and at what age, language exposure). This history is an important factor in determining whether a language disorder is present.
Model Eval: 2;10- English/ Spanish- Verbal Apraxia
DDPE Alex Speech-Language Evaluation Nov 2 2014.pdf
This is a model evaluation done by Dr. Catherine Crowley for a 2;10 old bilingual (English/ Spanish) boy. Read More
Research Text: Developing Reading and Writing in Second Language Learners
Source URL: Click here to view this document
A summary of the National Literacy Panel’s findings with regard to evidence based literacy instructions for English Language Learners and suggestions for clinicians and educators.
Model Eval: 3;4- Cantonese/English- Typically Developing
ModelEval- 3.4-BilingualEnglishCantonese-TypicallyDeveloping.pdf
EL was a monolingual Cantonese speaker who has only recently been exposed to English through an older brother in kindergarten and starting preschool. Although EL was shy during the evaluation, the evaluators were able to get an accurate demonstration of EL’s language skills through videos recorded by Mom on her cell phone. It was determine that EL’s language skills were within normal limits.
Reading Development Module 8: Bilingual Considerations
Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others.
It is important to distinguish between language difference and disorder. This holds true with reading. As SLPs it is important to consider whether a student’s reading development is being impeded by a disability or a language difference. What are the main factors affecting student success? Is it a difference in literacy instruction or content/ background knowledge? What has the student’s language acquisition looked like in both languages? How might socio-economic and cultural status be affecting reading development? When possible, we should support bilingual reading development.
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.
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
