This document summarizes key points from a presentation on using dual-language scoring when assessing bilingual children with the PLS-5 Spanish. Dual-language scoring allows children to demonstrate language skills in either Spanish or English. Research showed dual-language scoring raised standard scores for bilingual children without inflating scores of children with disorders. The presentation covered determining a child's language profile, administering and scoring items, interpreting scores, and case studies showing typical performance patterns for children of varying language backgrounds.
Evaluating Students From Culturally and Linguistically Diverse Populations: D...Bilinguistics
Â
This presentation describes how to appropriately conduct speech-language evaluations with students from culturally and linguistically diverse populations. It reviews informal and formal testing as well as dynamic assessment. You will learn how to distinguish between language difference vs. disorder, the reasons for testing both languages, and well as formal and informal measures for testing ELLs. You will also learn to identify red flags for speech and language impairment in bilingual children, and sounds on the Goldman-Fristoe that are subject to second language influence. This presentation reviews ASHA guidelines for assessment with bilingual students.
Identify Appropriate Articulation Targets for Second-Language LearnersBilinguistics
Â
Improve articulation therapy with English-language learners by identifying appropriate targets. Easily use common tools such as Venn Diagrams and the Goldman-Fristoe Test of Articulation to differentiate between true sound errors and second-language influences. In this presentation we will explore 12 languages including Spanish, Mandarin-Chinese and Vietnamese.
How Phonology in Bilingualism Contributes to Over Identification: A Case StudyBilinguistics
Â
Find out which phonological processes to address in English when students are bilingual.
We have all seen comparisons of Spanish to English that help us work with children across languages. But what do we focus on in our English-only therapy with children who speak Spanish in other contexts such as with friends or at home?
This course presents a rare comparison of Monolinguals in English to Bilinguals in English to help us figure out what we should be focusing on to improve speech and move children off our caseload.
Collaborating with Educational Diagnosticians in the Referral and Evaluation ...Bilinguistics
Â
Work effectively with other special education professionals who are testing students for learning disabilities. Learn to improve your referrals, improve the interactions on your campus, and reduce the amount of testing time that results in no qualification.
This presentation is a collaborative conversation between a speech pathologist and a educational diagnostician (LSSP Licensed Specialist in School Psychology in Texas). We discuss the similarities and differences between Receptive Language Delay and Difficulties with Listening Comprehension and between Expressive Language Delay and Difficulties with Oral Expression. We then explore reasons why we may obtain (apparently) conflicting testing results. Data from a research study sheds light on the commonalities among referrals that were most appropriate.
Phonological Development in Spanish-English Bilingual ChildrenBilinguistics
Â
Find out how the phonology sounds system develops in bilingual children based on the results of our study of 198 children. At the end we share downloadable phonology developmental charts and other great resources.
Breaking Into the Classroom: Speech Service Delivery in the SchoolsBilinguistics
Â
Learn how to break into the classroom and contribute significantly to the literacy and academic achievement of students with communication disorders.
Approximately 70% of speech-language pathologists use a pull-out model (ASHA, 2012). However, we are missing crucial opportunities to improve our relationships with teachers, have our therapy map directly over academic goals, and reduce our therapy planning by using the content and materials that teachers are developing each week. Break into your schoolâs classrooms and reap these rewards.
Evaluating Students From Culturally and Linguistically Diverse Populations: D...Bilinguistics
Â
This presentation describes how to appropriately conduct speech-language evaluations with students from culturally and linguistically diverse populations. It reviews informal and formal testing as well as dynamic assessment. You will learn how to distinguish between language difference vs. disorder, the reasons for testing both languages, and well as formal and informal measures for testing ELLs. You will also learn to identify red flags for speech and language impairment in bilingual children, and sounds on the Goldman-Fristoe that are subject to second language influence. This presentation reviews ASHA guidelines for assessment with bilingual students.
Identify Appropriate Articulation Targets for Second-Language LearnersBilinguistics
Â
Improve articulation therapy with English-language learners by identifying appropriate targets. Easily use common tools such as Venn Diagrams and the Goldman-Fristoe Test of Articulation to differentiate between true sound errors and second-language influences. In this presentation we will explore 12 languages including Spanish, Mandarin-Chinese and Vietnamese.
How Phonology in Bilingualism Contributes to Over Identification: A Case StudyBilinguistics
Â
Find out which phonological processes to address in English when students are bilingual.
We have all seen comparisons of Spanish to English that help us work with children across languages. But what do we focus on in our English-only therapy with children who speak Spanish in other contexts such as with friends or at home?
This course presents a rare comparison of Monolinguals in English to Bilinguals in English to help us figure out what we should be focusing on to improve speech and move children off our caseload.
Collaborating with Educational Diagnosticians in the Referral and Evaluation ...Bilinguistics
Â
Work effectively with other special education professionals who are testing students for learning disabilities. Learn to improve your referrals, improve the interactions on your campus, and reduce the amount of testing time that results in no qualification.
This presentation is a collaborative conversation between a speech pathologist and a educational diagnostician (LSSP Licensed Specialist in School Psychology in Texas). We discuss the similarities and differences between Receptive Language Delay and Difficulties with Listening Comprehension and between Expressive Language Delay and Difficulties with Oral Expression. We then explore reasons why we may obtain (apparently) conflicting testing results. Data from a research study sheds light on the commonalities among referrals that were most appropriate.
Phonological Development in Spanish-English Bilingual ChildrenBilinguistics
Â
Find out how the phonology sounds system develops in bilingual children based on the results of our study of 198 children. At the end we share downloadable phonology developmental charts and other great resources.
Breaking Into the Classroom: Speech Service Delivery in the SchoolsBilinguistics
Â
Learn how to break into the classroom and contribute significantly to the literacy and academic achievement of students with communication disorders.
Approximately 70% of speech-language pathologists use a pull-out model (ASHA, 2012). However, we are missing crucial opportunities to improve our relationships with teachers, have our therapy map directly over academic goals, and reduce our therapy planning by using the content and materials that teachers are developing each week. Break into your schoolâs classrooms and reap these rewards.
Bilingual Evaluations: Writing the FIE report for Bilingual StudentsBilinguistics
Â
The cultural diversity of our caseloads is growing exponentially. Correctly identifying children with speech and language disorders is made easier by understanding how to use 1) the referral process, 2) the interview process, 3) formal assessment, 4) alternative assessment, and 5) reporting procedures to reduce our work and create truly rich data to confidently diagnose a child.
Language Intervention for School-age Children with Down SyndromeBilinguistics
Â
Down Syndrome has unique cognitive, sensory, and physiological characteristics. Learn how to use a multi-modal approach to improve the intervention you give to children with Down Syndrome.
Appropriate, successful intervention can be provided for children with Down syndrome by understanding how the disorder impacts communication. This course includes a review of language development in individuals with Down syndrome, a discussion of evidence-based treatment methods, and a modified elementary level lesson plan to demonstrate successful intervention.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Ethical Considerations for Culturally and Linguistically Diverse Populations ...Bilinguistics
Â
Successfully navigate contentious situations when confronted with an ethical dilemma. Learn about the origin of ethics, how professions address ethical issues, and dissect intriguing case studies supplied by speech pathologists.
Have you ever had an ethical question or dilemma arise? Or do you work with clients who speak a language other than English and have concerns about how ethical the services are that they receive? In this presentation we consider the ASHA Code of Ethics, its relation to multicultural populations, and numerous case studies of SLPs in the field.
Bilingual Evaluations: Writing the FIE report for Bilingual StudentsBilinguistics
Â
The cultural diversity of our caseloads is growing exponentially. Correctly identifying children with speech and language disorders is made easier by understanding how to use 1) the referral process, 2) the interview process, 3) formal assessment, 4) alternative assessment, and 5) reporting procedures to reduce our work and create truly rich data to confidently diagnose a child.
Language Intervention for School-age Children with Down SyndromeBilinguistics
Â
Down Syndrome has unique cognitive, sensory, and physiological characteristics. Learn how to use a multi-modal approach to improve the intervention you give to children with Down Syndrome.
Appropriate, successful intervention can be provided for children with Down syndrome by understanding how the disorder impacts communication. This course includes a review of language development in individuals with Down syndrome, a discussion of evidence-based treatment methods, and a modified elementary level lesson plan to demonstrate successful intervention.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Ethical Considerations for Culturally and Linguistically Diverse Populations ...Bilinguistics
Â
Successfully navigate contentious situations when confronted with an ethical dilemma. Learn about the origin of ethics, how professions address ethical issues, and dissect intriguing case studies supplied by speech pathologists.
Have you ever had an ethical question or dilemma arise? Or do you work with clients who speak a language other than English and have concerns about how ethical the services are that they receive? In this presentation we consider the ASHA Code of Ethics, its relation to multicultural populations, and numerous case studies of SLPs in the field.
Using the Spanish Battelle Developmental Inventory-2: A case for clinical jud...Bilinguistics
Â
This presentation describes the limitations of the Spanish Edition of the BDI-2, as well as the appropriate use of test norms. It identifies how language differences affect test results and describes how cultural differences can influence test results. Methods for supplemental or alternative assessments are also addressed.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
Â
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Â
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as âdistorted thinkingâ.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Â
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Â
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
Â
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
Â
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
Â
Dual language asha 2012 et
1. Clinical Considerations When Using
Dual-Language Scoring in Bilingual
Assessment
November 15, 2012
Marie Sepulveda, M.S., CCC-SLP, Pearson Assessment
Chien (Shannon) Wang, M.A., CCC-SLP, Pearson Assessment
Nancy Castilleja, M.A., CCC-SLP, Pearson Assessment
1
2. Disclosures
Presenters:
Marie Sepulveda, Research Director
Shannon Wang, Research Director
Nancy Castilleja, Product Marketing Manager
All are employees of Pearson Assessment, the developer and
publisher of the PLS-5 Spanish.
2
3. Agenda
Overview: Assessing bilingual children
Conducting a dual-language assessment
Research results
Childrenâs performance patterns with
dual-language administration
Q&A
3
4. Overview:
Assessing Bilingual Children
IDEIA Statute:
Reduce the inappropriate over-identification of children, especially
minority and limited English-proficient children, as having a disability.
Statute: Title 1.D.664.b.2.D.vii
4
5. Normal bilingual phenomena can look similar to a disorder
to those unfamiliar with 2nd language acquisition
Some typical characteristics of bilingual speakers in the
U.S.
⢠Arrest: The level of proficiency in the language does not change.
⢠Attrition: Language loss and language forgetting
⢠Avoidance: Specific element of a language is not used
⢠Language non use (silent period): a language is not used for
communication purposes
⢠Overgeneralization: a language rule is applied in an unrestricted fashion
⢠Language transfer: phonological, morphological, syntactic, semantic and/or
pragmatic characteristic is used in another language
⢠Fossilization: an inaccurate rule stabilizes to the point of continual usage
Result: Bilingual children often misdiagnosed
⢠Low test scores in both Spanish and English
(Region 4 Educational Service Center, 2005)
5
6. Conceptual Scoring
âConceptual scoringâ is scoring the meaning of a response regardless of
the language in which it is produced.
B. Pearson, S. Fernandez, & D.K. Oller, 1993
Bilingual children benefit from conceptual scoring, especially when
tested in Spanish
L. Bedore, E. PeĂąa, M. Garcia, & C. Cortez, 2005
Different ways of combining test scores across languages were testedâ
combining scores across two languages in a composite or selecting
combinations of better task or language performance to use as a basis
for decision-makingâŚClassification can be more accurate when scores in
both language are used systematically for decision-making.
E. PeĂąa and L. Bedore, 2011
6
7. Conceptual Scoring ---> Dual-Language Score
âConceptual scoringâ is based on literature examining semantic
language development (vocabulary and other semantic skills) when a
bilingual child demonstrates some language skills in Spanish and
some in English.
PLS-5 Spanish applies that research to all oral language domains
(semantic, morphosyntax, and early academic skills).
7
8. Blueprinting a Dual-Language Assessment
Procedure
Hortencia Kayser, Ph.D.
â St. Louis University
Henriette Langdon, Ph.D.
â San Jose State University
Elizabeth PeĂąa, Ph.D.
â University of Texas at Austin
8
9. Evaluating a Dual-Language Assessment
Approach for PLS-5 Spanish
⢠PLSâ4 Spanish
bilingual pilot study
⢠Bias review
⢠PLSâ5 Spanish
⢠bilingual tryout study
⢠bilingual standardization
study
9
10. Bias Review
Mary Ann Acevedo, Ph.D., CCC-SLP
â Our Lady of the Lake University
â San Antonio, Texas
Alejandro Brice, Ph.D., CCC-SLP
â University of South Florida, St. Petersburg
â St. Petersburg, Florida
Maria Bustillo-Formosa, M.S., CCC-SLP
â Carlos Albizu University
â San Juan, Puerto Rico
Donna Jackson-Maldonado, Ph.D., CCC-SLP
â Universidad Autonoma de Queretaro
â Jurica, Queretaro, Mexico
Hortencia Kayser, Ph.D., CCC-SLP
â Saint Louis University
â St. Louis, Missouri
Ellen Kester, Ph.D., CCC-SLP
â Bilinguistics Speech & Language Services
â Austin, Texas
Henriette Langdon, Ed.D., CCC-SLP
â San Jose State University
â San Jose, California
Elizabeth PeĂąa, Ph.D., CCC-SLP
-University of Texas at Austin
-Austin, Texas
Adelaida Restrepo, Ph.D., CCC-SLP
-University of Arizona
-Tempe, Arizona
Albert Villanueva-Reyes, Ed.D., MSc, CCC-SLP
-University of Puerto Rico
-San Juan, Puerto Rico
10
12. Clinician Questions:
Determining the Language(s) Assessed
How do I determine if the child is a monolingual Spanish speaker
or a bilingual Spanish-English speaker?
What if the childâs records indicate he or she primarily speaks
Spanish at home, but I find that the child mostly speaks English
when I am testing?
Do I administer English items if the child is a monolingual
Spanish speaker?
12
14. Determining the Item Scores (1,0) for a
Bilingual Spanish-English speaker
Step 1 Administer all the Spanish items first.
â If the pass criterion is met, circle 1. You do not need to administer the
corresponding subitems in English if the child meets the pass criterion in
Spanish.
â If the pass criterion is not met, check âAdminister in Englishâ (do not score
0 yet)
â Complete testing in Spanish until you reach a ceiling.
Step 2 Administer all the Spanish items until you
establish a ceiling. Then administer the corresponding
English subitems that were missed in Spanish.
â Compare the combined Spanish and English responses to the pass
criterion.
â If the pass criterion is met, circle 1.
â If the pass criterion is not met, circle 0.
14
20. Clinician Questions: Monolingual Spanish
Speakers
How do I do the dual-language scoring
with a child who only speaks Spanish?
20
21. If a child is predominantly English speaking with some Spanish,
can I administer the English portion of PLS-5 Spanish only and
are the scores valid?
Can I administer the English portion of the PLS-5 Spanish to
my students who are monolingual English speakers?
Clinician Questions :
Is it appropriate to administer PLS-5 Spanish to
English speakers?
21
22. Examiner: Switching from Spanish to English
When Administering Test Items
Do I administer all the Spanish items first or go back and forth
between Spanish and English?
After I establish a basal in Spanish, do I switch back and forth
between Spanish and English items during administration?
What happens if I donât establish a basal in Spanish? Do I switch
back and forth between Spanish and English items to establish a
basal?
22
23. Child Responses: Switching from Spanish to
English When Responding to Test Items (code
switching)
How do I score a childâs response if part of the answer is in
Spanish and part in English (e.g., Ella comiĂł una cookie)?
How do I score a childâs response if he or she uses anglicisms
to respond to test items (e.g., ârideando,â âmarketa,â
âsockatines.â)
Where do I record the childâs answers on the Record Form
when the child answers
â in English to Spanish test items or
â in Spanish on English test items?
23
25. Using a Second Therapist or Interpreter
In our district, one therapist administers the Spanish tests and
another administers the tests in English. Can we still use two
different therapists to administer the test itemsâone
administering the test in Spanish and another administering the
test in English?
Do we still have to do a dual-language administration of PLS-5
Spanish if another therapist has already administered a test in
English?
Do we administer the test in one or two sessions?
25
26. How do I establish a basal in Spanish if a child gets one of
the first three numbered items wrong? Do I administer
English items to establish a basal?
Am I supposed to establish a separate basal in English?
What if I get a dual basalâone in Spanish and one in
English? Which one do I use?
Establishing a Basal
26
28. Spanish only administration:
6 consecutive scores of 0
Dual-language administration:
Spanish administrationâ6 consecutive numbered items
that do not meet the score criteria (i.e., 0 or with the
Administer in English box checked)
and
English administrationâ6 consecutive numbered items
with scores of 0
The 0 score reflects either the combined Spanish and English responses OR
English only responses that go beyond the Spanish ceiling.
Rules to Establish Ceiling(s)
28
29. Do you keep testing to obtain a new ceiling once you
administer the English test items?
What if I get a dual ceilingâone in Spanish and one in
English? Which one do I use?
Clinician Questions: Establishing a Ceiling
29
30. Clinician Questions: Interpretation of Scores
Wonât a childâs dual-language score be inflated because he
will receive credit for responses in both Spanish and English?
Even if I only administer the missed test items in English,
wonât a bilingual childâs scores be inflated because the child
has seen the stimulus twice and may remember his or her
response in Spanish?
Doesnât administering the item a second time cue the child to
respond differently when presented with the same question
that is now presented in English?
30
31. More Scoring and Interpretation Questions
Are we allowed to report scores if an English-speaking SLP is
using an interpreter?
Can I determine a childâs Spanish language development
separately from English language development if I calculate a
Spanish-only score and a dual-language score?
31
32. PLS-5 Spanish vs. PLS-5 (English edition): Not
the same test
Different, but overlapping, item sets
Administration directions
Cues
Art
Sub-items
Pass criteria
Not exactly the same items that appear on PLS-5 English
Different norm group The items that best differentiate language disorder from
typical development for English speakers are on the English test; the items that best
differentiate language disorder from typical development for Spanish speakers are on the
Spanish test
Same criteria for placement by age
Developmental milestones may not be mastered at the same ages
32
33. PLS-5 Spanish vs. PLS-4 Spanish:
Not the same test; not the same test items
Different, but overlapping, item sets
Administration directions
Cues
Art
Sub-items
Pass criteria
Not the same items that appear on PLS-5 English
Different norm group
Different criteria for placement by age
33
34. Ages 2:6 through 2:11:
Norms in one-month increments vs. 6-month
increments
6 month norms are reported in the PLS-5 English and
Spanish manuals
1-month norms have been developed for 2:6 to 2:11 and
posted on the web. Go to www.pls5.com for the link.
Developed because children being tested for entry into school
programs are being tested at ages 2:10 and 2:11, the very
end of the six-month age range reported in the manual. One-
month norms offer more precision in scores at that critical
age.
34
35. PLS-5 Spanish:
Norms in 1-month increments vs. 6-month increments
⢠PLS-5 AC raw score: 29
⢠PLS-5 Spanish standard scores based on 6 month
increment: 82
⢠PLS-5 standard scores based on 1-month norm increments
⢠Link is on www.pls5.com
2:6 2:7 2:8 2:9 2:10 2:11
82 82 82 82 82 82
87 85 83 81 78 76
35
36. PLS-5 Spanish:
Norms in 1-month increments vs. 6-month increments
⢠PLS-5 AC raw score: 28
⢠PLS-5 Spanish standard scores based on 6 month increment: 79
⢠PLS-5 standard scores based on 1-month norm increments
⢠Link is on www.pls5.com
2:6 2:7 2:8 2:9 2:10 2:11
79 79 79 79 79 79
84 82 80 78 75 73
36
37. What performance patterns can be
expected?
Case studies
⢠3 age groups
â Birth to 2:11
â 3:0 to 5:11
â 6:0 to 7:11
⢠Different levels of Spanish-English proficiency
â Monolingual Spanish speaker
â Primarily Spanish speaker with some English abilities
â Bilingual Spanish-English speaker
37
38. PLSâ5 Spanish Dual-Language
STDZ Study
Standard Score by Administration
Method and Fluency Group
(Norm Sample)
Ages Birth-2:11
Auditory Comprehension
95
100
105
110
Spanish Dual-Language
Bilingual
Primarily Spanish
Monolingual
Expressive Communication
95
100
105
110
Spanish Dual-Language
Bilingual
Primarily Spanish
Monolingual
Total Language
95
100
105
110
Spanish Dual-Language
Bilingual
Primarily Spanish
Monolingual
38
51. PLSâ5 Spanish Dual-Language STDZ Study
1. Little effect of dual-language scoring below age 3.
2. Nevertheless, dual-language scoring significantly
raised the average standard scores of bilingual
children. Children who primarily speak Spanish but
know some English had a smaller increase than
children who are more fully bilingual.
51
52. PLSâ5 Spanish Standardization:
Dual-Language STDZ Study
1. Little effect of dual-language scoring below age 3.
2. Nevertheless, dual-language scoring significantly raised the
average standard scores of bilingual children. Children who
primarily speak Spanish but know some English had a smaller
increase than children who are more fully bilingual.
3. Dual-language scoring did not appreciably affect the
scores of children with language disorders, but you
should still assess English to get the full picture of the
childâs skills.
52
54. References
Bedore, L., PeĂąa, E., Garcia, M., & Cortez, C. (2005). Conceptual vs.
monolingual scoring: when does it make a difference?. Language, Speech, and
Hearing Services in Schools, 36, 188-200.
Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), Public
Law 108-446 (2004.) 118 Stat. 2647 (2004)
Pearson, B., Fernandez, S. & Oller, D. K. (1993). Lexical development in bilingual
infants and toddlers: comparison to monolingual norms. Language Learning, 43
(1), 93-120.
PeĂąa, E.D. & Bedore, L.M. (2011). âIt takes two: improving assessment accuracy
in bilingual children. ASHA Leader, 16 (13), 20-22.
PeĂąa, E., Bedore, L., Zlatic-Giunta, R. (2002) Category-Generation
Performance of Bilingual Children: The Influence of Condition Category and
Language. Journal of Speech Language and Hearing Research, 45, 938-
947.
54
55. References
Region 4 Educational Service Center (2005). Bilingual phenomena: determining a
communication difference vs. a communication disorder. Houston, TX (Author).
Zimmerman, IL, Steiner, V.G., Pond, RE, (2012). Preschool Language Scalesâ
Fifth Edition, Spanish. Bloomington, MN: Pearson.
Zimmerman, IL, Steiner, V.G., Pond, RE, (2011). Preschool Language Scalesâ
Fifth Edition. Bloomington, MN: Pearson.
55