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Language Assessment of Latino English Learning Children: A Records Abstraction Study

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Bibliographic Details
Title: Language Assessment of Latino English Learning Children: A Records Abstraction Study
Language: English
Authors: Kraemer, Robert, Fabiano-Smith, Leah
Source: Journal of Latinos and Education. 2017 16(4):349-358.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Speech Language Pathology, Allied Health Personnel, Language Tests, Diagnostic Tests, Clinical Diagnosis, Spanish Speaking, English Language Learners, Hispanic American Students, Preschool Children, Elementary School Students, Language Impairments, Compliance (Legal), Reports, Best Practices, Error of Measurement, Student Placement, Limited English Speaking, Identification, School Districts, Hypothesis Testing, Standardized Tests, Cohort Analysis, Intelligence Tests, Verbal Ability, Vocabulary, Listening Comprehension Tests, Receptive Language
Geographic Terms: California
Assessment and Survey Identifiers: Clinical Evaluation of Language Fundamentals, Expressive One Word Picture Vocabulary Test, Preschool Language Scale, Peabody Picture Vocabulary Test, Test for Auditory Comprehension of Language, Test of Language Development
DOI: 10.1080/15348431.2016.1257429
ISSN: 1534-8431
Abstract: The researchers examined how speech-language pathologists (SLPs) in a small northern California school district assessed Spanish speaking English learning (EL) Latino children suspected of language impairments. Specifically we sought to (1) determine whether SLPs adhered to federal, state, and professional guidelines during initial assessments and (2) identify tests and measures used by SLPs during language assessments. The researchers conducted a records abstraction review of 88 speech-language assessment reports of Spanish speaking EL Latino children. The reports were examined for parameters of best practice as outlined in recent studies. Results indicated that for each report the SLP responsible for assessing the child failed to consider at least one best practice parameter. Although impossible to determine at this stage, it is likely that many of these children were erroneously assessed and subsequently placed in speech-language programs. Findings support the notion that many EL Latino children continue to be inappropriately assessed for language impairments.
Abstractor: As Provided
Number of References: 46
Entry Date: 2017
Accession Number: EJ1157736
Database: ERIC
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Description
Abstract:The researchers examined how speech-language pathologists (SLPs) in a small northern California school district assessed Spanish speaking English learning (EL) Latino children suspected of language impairments. Specifically we sought to (1) determine whether SLPs adhered to federal, state, and professional guidelines during initial assessments and (2) identify tests and measures used by SLPs during language assessments. The researchers conducted a records abstraction review of 88 speech-language assessment reports of Spanish speaking EL Latino children. The reports were examined for parameters of best practice as outlined in recent studies. Results indicated that for each report the SLP responsible for assessing the child failed to consider at least one best practice parameter. Although impossible to determine at this stage, it is likely that many of these children were erroneously assessed and subsequently placed in speech-language programs. Findings support the notion that many EL Latino children continue to be inappropriately assessed for language impairments.
ISSN:1534-8431
DOI:10.1080/15348431.2016.1257429