The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for Bilingual English/Spanish-Speaking School-Age Children
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| Title: | The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for Bilingual English/Spanish-Speaking School-Age Children |
|---|---|
| Language: | English |
| Authors: | Petersen, Douglas B., Tonn, Penny, Spencer, Trina D., Foster, Matthew E. |
| Source: | Language, Speech, and Hearing Services in Schools. Jan 2020 51(1):144-164. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| 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 |
| DOI: | 10.1044/2019_LSHSS-18-0129 |
| ISSN: | 0161-1461 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1240107 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0161-1461 |
| DOI: | 10.1044/2019_LSHSS-18-0129 |
