An Examination of a Multitiered System of Language Support for Culturally and Linguistically Diverse Preschoolers: Implications for Early and Accurate Identification

Autor/inn/en	Weddle, Sarah A.; Spencer, Trina D.; Kajian, Mandana; Petersen, Douglas B.
Titel	An Examination of a Multitiered System of Language Support for Culturally and Linguistically Diverse Preschoolers: Implications for Early and Accurate Identification
Quelle	In: School Psychology Review, 45 (2016) 1, S.109-133 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.17105/SPR45-1.109-132
Schlagwörter	Preschool Children; Language Skills; Minority Group Students; Disability Identification; Language Impairments; Intervention; Prevention; Special Education; Referral; Story Telling; English Language Learners; Personal Narratives; Preschool Education + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Prävention; Vorbeugung; Special needs education; Sonderpädagogik; Sonderschulwesen; Erlebniserzählung
Abstract	A disproportionate percentage of culturally and linguistically diverse students have difficulties with language-related skills that affect their academic success. Early and intensive language instruction may greatly improve these students' language skills, yet there is not sufficient research available to assist educators and school psychologists in distinguishing between language disabilities and language differences. Because of this, culturally and linguistically diverse children often receive special education services several years later than other children. The purpose of the study was to investigate the effect of a multitiered intervention on the narrative language skills of seven culturally diverse preschool students. We also examined the preventive impact the narrative language intervention had on special education referrals. Results of the multiple baseline design across participants revealed that a positive trend emerged in retells and personal stories from baseline to intervention for all seven participants. At follow-up, scores remained consistently above baseline. The intervention had a preventive impact for six preschoolers, and only one preschooler was referred for a psychoeducational evaluation. These findings support the use of narrative intervention to prevent erroneous referrals of culturally and linguistically diverse students. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01