The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for Bilingual English/Spanish-Speaking School-Age Children

Autor/inn/en	Petersen, Douglas B.; Tonn, Penny; Spencer, Trina D.; Foster, Matthew E.
Titel	The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for Bilingual English/Spanish-Speaking School-Age Children
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 1, S.144-164 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Classification; Language Impairments; Bilingualism; Spanish; English (Second Language); Language Tests; Elementary School Students; Comparative Analysis; Pretests Posttests; Scores; Inferences; Vocabulary Development; Identification; Accuracy; Second Language Learning + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Inference; Inferenz; Wortschatzarbeit; Identifikation; Identifizierung; Zweitsprachenerwerb
Abstract	Purpose: Educators often use results from static norm-referenced vocabulary assessments to aid in the diagnosis of school-age children with a language disorder. However, research has indicated that many of these vocabulary assessments yield inaccurate, biased results, especially with culturally and linguistically diverse children. This study examined whether the use of a dynamic assessment of inferential word learning was more accurate at identifying bilingual (English/Spanish-speaking) children with a language disorder when compared to static measures of vocabulary. Method: Thirty-one bilingual Spanish/English school-age children--21 children with typical language and 10 children with a language disorder--ages 5;9-9;7 (years;months) were administered traditional static vocabulary assessments and a dynamic assessment of inferential word learning that used a test-teach-test design. Results: Discriminant analysis and logistic regression indicated that the combined posttest scores and modifiability ratings from the dynamic assessment generated 90%-100% sensitivity and 90.5%-95.2% specificity, which were superior to the static vocabulary tests. Conclusion: These preliminary findings suggest that dynamic assessment of inferential word learning may be an effective method for accurately identifying diverse children with a language disorder. (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	2024/1/01