This module examines different sources of bias that are present in commonly used standardized language tests. Read More
Category: Speech Community
The speech community is the group of individuals with whom a speaker typically communicates. For a young child, this generally includes his or her family, neighbors, and peers. Once the child enters school, the school community has a large influence since the child will spend a lot of his time there. Children adopt the dialect/speech patterns of their speech community.
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.
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.
Test Review: CELF-4 Spanish
TestReview_CELF 4 Spanish_1.8.14.pdf
The Clinical Evaluation of Language Fundamentals Spanish, Fourth Edition [CELF-4, Spanish] is a standardized test designed to assess the presence of a language disorder or delay in Spanish speaking children aged 5-21.
Test Review: CELF-P2 (Spanish)
The Clinical Evaluation of Language Fundamentals- Preschool, Second Edition [CELF-P2] Spanish is designed to assess the presence of a language disorder or delay in Spanish speaking students aged 3;0-6;11.
Test Resource Guide: Volume II- Preschool Assessment and Kindergarten Supplement
Test Resource Guide Vol II.pdf
This resource, originally published in 1994, consists of reviews of tests and other measures that may be used to obtain information about the preschool child who is suspected of having an educational disability. This volume is one in a series of guides for assessment in the New York City Public Schools. Read More
Test Review: PLS-5 English
The PLS-5 is designed for use with children aged birth through 7;11 to assess language development and identify children who have a language delay or disorder. Read More
Test Review: PLS-5 Spanish
PLS-5 Spanish (2012)_Pub_10.29.13.pdf
The PLS-5 Spanish is designed to determine the presence and severity of a receptive, expressive, or receptive-expressive language delay or disorder in monolingual Spanish speakers or bilingual Spanish-English speaking children from birth to 7 years 11 months. Read More
