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Code-Switching and Language Proficiency in Bilingual Children with and Without Developmental Language Disorder.
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In: Speech and Hearing Sciences Faculty Publications and Presentations (2021)
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| 2 |
Code-Switching and Language Proficiency in Bilingual Children With and Without Developmental Language Disorder
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In: J Speech Lang Hear Res (2021)
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| 3 |
Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements
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In: Special Education Faculty Publications and Presentations (2020)
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| 4 |
Disentangling Language Differences from Disability: A Case Study of District-Preservice Collaboration
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In: Journal of Multilingual Education Research (2016)
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| 5 |
Multi-tiered Support Systems and Special Education Models for English Learners
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In: Education Faculty Publications and Presentations (2014)
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| 6 |
Response to Intervention for English Learners: Big Ideas and Myth Busters
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In: Education Faculty Publications and Presentations (2013)
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| 7 |
Enhancing Instruction for English Learners in Response to Intervention Systems: The PLUSS Model
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In: Education Faculty Publications and Presentations (2012)
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| 8 |
RTI for English Language Learners: Appropriately Using Screening and Progress Monitoring Tools to Improve Instructional Outcomes
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In: Education Faculty Publications and Presentations (2011)
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| 9 |
Ethics, Equity, and English-Language Learners: A Decision-Making Framework
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In: Education Faculty Publications and Presentations (2010)
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| 10 |
BiSped: Filling a Critical Shortage Area
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In: Education Faculty Publications and Presentations (2010)
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| 11 |
Partnerships to Recruit and Prepare Bilingual Teachers
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In: Education Faculty Publications and Presentations (2008)
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| 12 |
The Use and Interpretation of the Batería III With U.S. Bilinguals
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In: Dissertations and Theses (2008)
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Abstract:
Within each classroom, many children excel academically while others struggle. Some students' difficulties are such that they require placement into educational programs different from grade level core and perhaps delivered outside of general education classrooms. For many, special education programs are the lifeline to reach their innate potential. For others misplaced into special education, their opportunities may be truncated. For the past 40 years (Dunn, 1968), disproportionate representation of minority children in some disability categories has been a problem. Educators commonly ask "Is a child's difficulties due to language differences or a learning disability?" One key area of confusion relates to the cognitive assessment of English language learner (ELL) students. While it is understandable that scores generated by English cognitive tests will not reflect an ELL child's true abilities, less is known about the appropriate use of native language (Spanish) cognitive assessments. This study examined the performance of ELL general education students on the Bateria III: Pruebas de habilidades cognitivas, a Spanish parallel to the Woodcock-Johnson JJI. The performance of 34 third- and fourth-grade participants, 16 who have received native language literacy development (NLD), and 18 who have received English language development, was compared to the normative sample's (monolingual Spanish speakers) General Intellectual Achievement (GIA) score, subtest and cluster scores. ANOVA and t test analyses indicated both ELL groups scored significantly lower than the normative sample on GIA, short-term memory, long-term retrieval and crystallized intelligence and higher on auditory processing. Thus, the Bateria's scores from these factors may underestimate the abilities of ELL students. Correlation analyses were conducted to examine the relationships between language proficiency, acculturation and performance. No significant relationships were found. The last analysis compared subtest mean scores of the ELD group to Flanagan and Ortiz's (2001) predicted pattern of performance on the Culture-Language Interpretive Matrix (C-LIM) for diverse individuals when tested on the WJ-HI. The score patterns of the ELD group did not follow the predicted pattern. A new arrangement of the Bateria's subtests on the C-LIM is suggested. These findings highlight the need for more research to understand how ELL students perform on Spanish cognitive assessments.
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Keyword:
and Multicultural Education; Bilingual; Educational Methods; Multilingual; Woodcock-Muñoz Language Survey Second language acquisition Bilingualism -- United States -- Evaluation
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URL: https://pdxscholar.library.pdx.edu/open_access_etds/1677
https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=2676&context=open_access_etds
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| 13 |
A Cultural, Linguistic, and Ecological Framework for Response to Intervention With English Language Learners
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In: Education Faculty Publications and Presentations (2008)
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| 14 |
Highly Qualified Minority Teachers: Do High-Stakes Teacher Tests Weed Out Those We Need Most?
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In: Education Faculty Publications and Presentations (2005)
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