NYS- ells-disabilities-standard-scores-december-2014.pdf
This is a special education field advisory that was released in December, 2014. It details the use of standardized scores with culturally and linguistically diverse children. Read More
Category: Second-Language Acquisition
Second-language acquisition is the process of learning another language in addition to one’s native language.
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.
Reading Development Module 3: Phonemic Awareness
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. Read More
Reading Development Module 2: Role of the SLP in Literacy
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. Read More
Reading Development Module 1: What does it mean to know a language?
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.
Model Eval: 10;0- Spanish/English- Typically Developing
Model Eval- Spanish.English.10-0.pdf
IN is a sequential Spanish/English bilingual 10-year old girl demonstrating typically developing language skills. She attends a prestiguous public school with a heavy hispanic population and is currently in a general education classes receiving no related services or extra supports. Ines is demonstrating language loss in Spanish, however this is expected given her current linguistic environment.
Test Resource Guide: Volume V- Communication/Language Assessment Tests of Language Proficiency
This resource, originally published in 1997, consists of reviews of standardized tests that are intended to measure language and communication skills. This volume is one in a series of guides for assessment in the New York City Public Schools. Read More
Shift in Clinical Practice (Preschool Disability Evaluations: Module 26)
This module explains the need to shift the clinical practice from the traditional score driven method of evaluating children for disabilities to one supported by holograms and appropriate assessment. Read More
