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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
FullText Links:
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  Data: The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for Bilingual English/Spanish-Speaking School-Age Children
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  Data: <searchLink fieldCode="AR" term="%22Petersen%2C+Douglas+B%2E%22">Petersen, Douglas B.</searchLink><br /><searchLink fieldCode="AR" term="%22Tonn%2C+Penny%22">Tonn, Penny</searchLink><br /><searchLink fieldCode="AR" term="%22Spencer%2C+Trina+D%2E%22">Spencer, Trina D.</searchLink><br /><searchLink fieldCode="AR" term="%22Foster%2C+Matthew+E%2E%22">Foster, Matthew E.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language%2C+Speech%2C+and+Hearing+Services+in+Schools%22"><i>Language, Speech, and Hearing Services in Schools</i></searchLink>. Jan 2020 51(1):144-164.
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  Data: 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
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  Data: 21
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  Data: 10.1044/2019_LSHSS-18-0129
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  Data: 0161-1461
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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        Value: 10.1044/2019_LSHSS-18-0129
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      – Text: English
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        StartPage: 144
    Subjects:
      – SubjectFull: Classification
        Type: general
      – SubjectFull: Language Impairments
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      – SubjectFull: Bilingualism
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      – SubjectFull: Spanish
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Language Tests
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      – SubjectFull: Accuracy
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      – SubjectFull: Second Language Learning
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      – TitleFull: The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for Bilingual English/Spanish-Speaking School-Age Children
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