ERIC Number: EJ1240107
Record Type: Journal
Publication Date: 2020-Jan
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0161-1461
EISSN: N/A
The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for Bilingual English/Spanish-Speaking School-Age Children
Petersen, Douglas B.; Tonn, Penny; Spencer, Trina D.; Foster, Matthew E.
Language, Speech, and Hearing Services in Schools, v51 n1 p144-164 Jan 2020
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.
Descriptors: 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
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A