Performance of Low-Income Dual Language Learners Attending English-Only Schools on the Clinical Evaluation of Language Fundamentals--Fourth Edition, Spanish

Autor/inn/en	Barragan, Beatriz; Castilla-Earls, Anny; Martinez-Nieto, Lourdes; Restrepo, M. Adelaida; Gray, Shelley
Titel	Performance of Low-Income Dual Language Learners Attending English-Only Schools on the Clinical Evaluation of Language Fundamentals--Fourth Edition, Spanish
Quelle	In: Language, Speech, and Hearing Services in Schools, 49 (2018) 2, S.292-305 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2017_LSHSS-17-0013
Schlagwörter	Low Income; Bilingual Education; Language Attitudes; Spanish Speaking; Young Children; Language Impairments; Hispanic American Students; Socioeconomic Status; Language Tests; Clinical Diagnosis; Diagnostic Tests; Educational Attainment; Parent Background; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Niedriglohn; Bilingual teaching; Bilingualer Unterricht; Sprachverhalten; Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Socio-economic status; Sozioökonomischer Status; Language test; Sprachtest; Diagnostic test; Diagnostischer Test; Bildungsabschluss; Bildungsgut; Elternhaus
Abstract	Purpose: The aim of this study was to examine the performance of a group of Spanish-speaking, dual language learners (DLLs) who were attending English-only schools and came from low-income and low-parental education backgrounds on the Clinical Evaluation of Language Fundamentals--Fourth Edition, Spanish (CELF-4S; Semel, Wiig, & Secord, 2006). Method: Spanish-speaking DLLs (N = 656), ages 5;0 (years;months) to 7;11, were tested for language impairment (LI) using the core language score of the CELF-4S and the English Structured Photographic Expressive Language Test (Dawson, Stout, & Eyer, 2003). A subsample (n = 299) was additionally tested using a Spanish language sample analysis and a newly developed Spanish morphosyntactic measure, for identification of children with LI and to conduct a receiver operating characteristics curve analysis. Results: Over 50% of the sample scored more than 1 SD below the mean on the core language score. In our subsample, the sensitivity of the CELF-4S was 94%, and specificity was 65%, using a cutoff score of 85 as suggested in the manual. Using an empirically derived cutoff score of 78, the sensitivity was 86%, and the specificity was 80%. Conclusions: Results suggest that the CELF-4S overidentifies low-income Spanish-English DLLs attending English-only schools as presenting with LI. For this sample, 1 in every 3 Latino children from low socioeconomic status was incorrectly identified with LI. Clinicians should be cautious when using the CELF-4S to evaluate low-income Spanish-English DLLs and ensure that they have converging evidence before making diagnostic decisions. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01