assessment

Cozy up with some good reads

Dr. Brenda K. Gorman, Contributing Author

Hello everyone. I hope you’ve been enjoying the beautiful autumn and rustling leaves. Rustling, hustling, bustling – it’s been very busy around here preparing for multiple local area presentations and the upcoming ASHA convention on the topic of dual language learners (DLLs).  I’ve also been receiving many requests for recommended reading resources on the topic of DLLs, even a couple from physicians!  The interest is very encouraging, so I would like to share some of my favorite resources below.  As it’s getting a bit chillier, you might want to cozy up with some good reads.

Assessment Resources

Pearson, B. Z., Fernandez, S. C., & Oller, D. K. (1993). Lexical development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93-120.

Peña, E.D., Gillam, R.B., Bedore, L.M., & Bohman, T.M. (2011). Risk for poor performance on a language screening measure for bilingual preschoolers and kindergartenersAmerican Journal of Speech-Language Pathology, 20, 302-314. Supporting video: Can Special Needs Kids Be Bilingual?

Simón-Cereijido, G., & Gutiérrez-Clellen, V. (2009). A cross-linguistic and bilingual evaluation of the interdependence between lexical and grammatical domains. Applied Psycholinguistics, 30, 315-337.

Williams, C.J., & McLeod, S. (2012). Speech-language pathologists’ assessment and intervention practices with multilingual children. International Journal of Speech-Language Pathology, 14(3), 292-305.

Intervention Resources

Gorman, B.K., Brice, A.E., & Berman, S. (2012). Reading acquisition program for Spanish-speakers. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 19, 49-57.

Lugo-Neris, M. J., Jackson, C. W., & Goldstein, H. (2010). Facilitating vocabulary acquisition of young English language learners. Language, Speech, and Hearing Services in Schools, 41(3), 314–327.

Perozzi, J. A., & Chavez Sanchez, M. L. (1992). The effect of instruction in L1 on receptive acquisition of L2 for bilingual children with language delay. Language, Speech, and Hearing Services in Schools, 23, 348–352.

Ulanoff, S. H., & Pucci, S. L. (1999). Learning words from books: The effects of read aloud on second language vocabulary acquisition. Bilingual Research Journal, 23(4), 319-332.

DLLs with Special Needs

Hambly, C., & Fombonne, E. The impact of bilingual environments on language development in children with Autism Spectrum DisordersJournal of Autism and Developmental Disorders (Online First, 22 September 2011). Supporting video: Can Special Needs Kids Be Bilingual?

Kay-Raining Bird, E., Cleave, P., Trudeau, N., Thordardottir, E., Sutton, A., & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-Language Pathology, 14, 187–199.  Explores the capacity of Down syndrome children to acquire more than one language. This research is noted by Dr. Brenda Gorman in the Grupo Lingua YouTube video: Can Special Needs Kids Be Bilingual?

Kohnert, K., Yim, D., Nett, K., Kan, P. F., & Duran, L. (2005). Intervention with linguistically diverse preschool children: A focus on developing home language(s)Language, Speech, and Hearing Services in Schools, 36, 251-263. Supporting video: Can Special Needs Kids Be Bilingual?

Petersen, J.M., Marinova-Todd, S.H., & Mirenda, P. Brief report: An exploratory study of lexical skills in bilingual children with Autism Spectrum DisorderJournal of Autism and Developmental Disorders, (Online First, 27 September 2011). Supporting video: Can Special Needs Kids Be Bilingual?

Bilingual Children and Educational Issues

Age of First Bilingual Language Exposure as a New Window into Bilingual Reading Development, Kovelman

Menken, K., & Antunez, B. (2001). An overview of the preparation and certification of teachers working with limited English proficient students. Washington, DC: National Clearinghouse of Bilingual Education.

Rolstad, K., Mahoney, K., & Glass, G. V. (2005). The big picture: A meta-analysis of program effectiveness research on English Language Learners. Educational Policy, 19(4), 572-594.

Slavin, R. E., & Cheung, A. (2003).  Effective reading programs for English language learners: A best-evidence synthesis. Baltimore: Johns Hopkins University Center for Research on the Education of Students Placed At Risk (CRESPAR).

Compilation of articles, journals and publications regarding bilingualism effects on cognitive development and language acquisition and development

Bailystok’s research is referenced by Dr. Brenda Gorman in Grupo Lingua’s YouTube video “Myths about Bilingual Children”. Bialystok-references come from a compilation of sources of her work in this area.

Multiple articles addressing bilingualism from the Center for Applied Linguistics

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Pondering the dynamics of “what children really need”

Dr. Brenda K. Gorman, Contributing Author

I am hearing so much discussion and debate about the impact of standardized testing that takes place in schools throughout the year. Naturally, I’ve studied this issue from an academic perspective for a long time. More recently, I’ve been exposed to family perspectives, and this makes me wonder about speech-language objectives, which I’ll come back to in a moment.

Parents want to know how their children are performing and progressing, which test scores can show very objectively, yet many are increasingly concerned with stress associated with testing and that the heavy test emphasis on two specific areas, reading and math, may be narrowing the scope of academic instruction to benefit results on paper. Therefore, to paraphrase what I am often hearing, many are concerned that kids are not learning “what they really need.” Clearly, the knowledge and skills needed to be successful in life, personally, professionally, economically, and so forth, are extremely broad.

So of course, because language is a critical foundation for success, I see parallels between the issues and concerns related to education and what we as speech-language pathologists do in language intervention. Specific goals and objectives are important for accountability and for evaluating our clients’ progress in language intervention. Yet, similarly, I wonder if the specificity of our objectives may also limit our focus on teaching the child “what they really need” to succeed. Are some kids in the therapy group kept busy by coloring for a few moments while the clinician targets a specific discrete skill with another child? I think many of us have seen that. Is a child who meets that objective of 90% accuracy on past tense –ed ready to graduate from speech-language therapy? Does marking that objective as “achieved” mean that we have “fixed” the child’s impaired language system? Are we focusing primarily on discrete skills or are we integrating skills into relevant activities such as discourse? Just as I see the benefits of discussing the dynamics of “what children really need” to learn in school, I also encourage SLPs to discuss with each other the dynamics of what language skills children really need to be successful socially and academically, and to talk about how our goals and objectives truly help “fix” an impaired language system.