Incorporating Oral Language Assessment into MTSS/RTI Frameworks: The Potential of Personal Narrative Assessment

Autor/inn/en	Cavazos, Linda O.; Ortiz, Alba A.
Titel	Incorporating Oral Language Assessment into MTSS/RTI Frameworks: The Potential of Personal Narrative Assessment
Quelle	In: Bilingual Research Journal, 43 (2020) 3, S.323-344 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2020.1826367
Schlagwörter	Oral Language; Language Tests; Response to Intervention; Personal Narratives; English Language Learners; Progress Monitoring; Elementary School Students; Students with Disabilities; Children; Grade 3; Dyslexia; Hispanic American Students; Bilingual Education; Transitional Programs; Reading Comprehension; Reading Fluency; Vocabulary Development; Pronunciation; Grammar; Spanish Speaking; Texas + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Erlebniserzählung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Child; Kind; Kinder; School year 03; 3. Schuljahr; Schuljahr 03; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Hispanic; Hispanic Americans; Hispanoamerikaner; Bilingual teaching; Bilingualer Unterricht; Leseverstehen; Wortschatzarbeit; Aussprache; Grammatik
Abstract	In Multi-tiered System of Support (MTSS) and Response to Intervention (RTI) models, the reading achievement of English Learners (ELs) is assessed multiple times during the school year to monitor students' progress toward meeting grade-level reading standards. Most MTSS/RTI frameworks do not include a comparable system for assessing oral language development. The English Learner Oral Narrative Scale (ELONS) was developed as an informal, criterion-referenced instrument to assess the personal narrative skills of ELs (i.e., skills in recounting personal experiences). The ELONS was piloted with 28 third grade ELs in a transitional bilingual education program to describe participants' personal narrative skills and to explore relationships between narrative skills and reading achievement. Mean scores were at the Advanced level for English global narrative proficiency and vocabulary, grammar, and fluency; mean ratings for oral comprehension and pronunciation were at the Advanced High level. Twelve of 28 ELs produced Spanish narratives of sufficient length to score. Mean global and subskill scores were at the Advanced level except for fluency (Intermediate level). ELONS global proficiency scores showed moderate correlations to state assessments of English language proficiency and English reading. Implications for oral language assessment in MTSS/RTI frameworks and future research directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01