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Cho, Eunsoo; Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas; Compton, Donald L. – Journal of Learning Disabilities, 2020
We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of first grade, ELs (N =…
Descriptors: Alternative Assessment, Evaluation Methods, Student Evaluation, Spanish Speaking
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Gillanders, Cristina; Iruka, Iheoma U.; Bagwell, Cindy; Adejumo, Tobi – School Community Journal, 2021
From a sociocultural perspective to assessment, this study investigated parents' beliefs about formative assessment. When North Carolina (NC) received an Early Learning Challenge Grant, its Department of Public Instruction was funded to develop a kindergarten entry assessment. The department proposed the development of a kindergarten to third…
Descriptors: Parent Attitudes, Primary Education, Formative Evaluation, Student Evaluation
Cho, Eunsoo; Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas; Compton, Donald L. – Grantee Submission, 2019
We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N =…
Descriptors: Alternative Assessment, Evaluation Methods, Student Evaluation, Spanish Speaking
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Guzman-Orth, Danielle; Lopez, Alexis A.; Tolentino, Florencia – ETS Research Report Series, 2017
Dual language learners (DLLs) and the various educational programs that serve them are increasing in number across the country. This framework lays out a conceptual approach for dual language assessment tasks designed to measure the language and literacy skills of young DLLs entering kindergarten in the United States. Although our examples focus…
Descriptors: Bilingualism, Second Language Learning, English Language Learners, Spanish Speaking
Liu, Kristin K.; Thurlow, Martha L.; Quenemoen, Rachel F. – National Center on Educational Outcomes, 2015
Students with significant cognitive disabilities may participate in states' alternate assessments based on alternate achievement standards (AA-AAS). A growing number of students with significant cognitive disabilities are also English learners (ELs) whose family may use another language in the home. They may only be exposed to English in a school…
Descriptors: Intellectual Disability, Severity (of Disability), English Language Learners, Severe Intellectual Disability
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Gutierrez-Clellen, Vera F.; Simon-Cereijido, Gabriela – Learning Disabilities Research & Practice, 2010
The purpose of this study was twofold: (1) to evaluate the clinical utility of a verbal working memory measure, specifically, a nonword repetition task, with a sample of Spanish-English bilingual children and (2) to determine the extent to which individual differences in relative language skills and language use had an effect on the clinical…
Descriptors: Language Impairments, Short Term Memory, Language Skills, Language Acquisition
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Sharkey, Jill; You, Sukkyung; Morrison, Gale; Griffiths, Amy – Behavioral Disorders, 2009
Youth strengths are as important to consider as deficits in understanding developmental outcomes and thus are an important component of psychoeducational assessment. Latino/as are understudied with regard to strength-based constructs, although cultural and socioeconomic factors may be related to differences in Latino/a parents' views of their…
Descriptors: Student Evaluation, Mental Health, Rating Scales, Parents
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Kayser, Hortencia – Language, Speech, and Hearing Services in Schools, 1989
The framework for assessment of Spanish-English speaking students utilizes qualitative and quantitative procedures to assess the student's language status, linguistic-cultural background, socioeconomic status, and communicative abilities. Measures may include observations, interviews, questionnaires, adapted test instruments, and naturally…
Descriptors: Elementary Secondary Education, Evaluation Methods, Limited English Speaking, Spanish Speaking
Towers, Richard L. – 1981
The Montgomery County Maryland, public school system utilizes a bilingual assessment team as a means toward achieving nonbiased, cross cultural assessment to identify handicaps in limited English proficient students. Special education placement begins with referral from a teacher, parent, counselor, or the student himself; moves to consultation…
Descriptors: Culture Fair Tests, Disabilities, Elementary Secondary Education, Evaluation Methods
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Anderson, Raquel T. – Language, Speech, and Hearing Services in Schools, 1996
The Structured Photographic Expressive Language Test-Preschool was compared to an author-developed structured task activity in determining the grammatical ability of 20 Spanish-speaking preschoolers. The structured task activity was a better means for obtaining information concerning the preschoolers' productive knowledge of grammatical forms. (CR)
Descriptors: Evaluation Methods, Expressive Language, Grammar, Language Acquisition
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Dominguez De Ramirez, Romilia; Shapiro, Edward S. – Psychology in the Schools, 2007
This study examined whether oral reading fluency in a child's first language (Spanish) as assessed by Curriculum-Based Measurement (CBM) was related to oral reading fluency in a second language (English) and whether Spanish oral reading fluency probes administered in the fall were predictive of English oral reading fluency outcomes for spring of…
Descriptors: Second Language Learning, Curriculum Based Assessment, Bilingualism, Bilingual Education
Buchanan, Aaron D.; Milazzo, Patricia A. – 1977
Proficiency Verification Systems (PVS) is a new concept in providing management information about local achievement in basic skills. The program includes a network of assessment and reporting components which can be combined in varied ways to generate proficiency information about individual pupils and groups, for teachers, principals, and school…
Descriptors: Academic Achievement, Basic Skills, Educational Testing, Elementary Education
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Gutierrez-Clellen, Vera F.; Restrepo, M. Adelaida; Bedore, Lisa; Pena, Elizabeth; Anderson, Raquel – Language, Speech, and Hearing Services in Schools, 2000
This article discusses issues related to selection and development of language assessment procedures for children who speak Spanish and English based on spontaneous language samples and shows how available procedures can be applied to research and clinical aims with these children. Sociolinguistic influences in Spanish-speaker language performance…
Descriptors: Children, Cultural Differences, Cultural Influences, Discourse Analysis
Bentz, Johnell; Pavri, Shireen – Diagnostique, 2000
This article discusses the problems with traditional methods of assessing bilingual students and describes curriculum-based measurement (CBM) for use with bilingual Hispanic students. Additional information about the features of CBM is presented along with issues related to the use of CBM with bilingual Hispanic students. (Contains references.)…
Descriptors: Bilingual Students, Cultural Differences, Cultural Influences, Curriculum Based Assessment
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Gutierrez-Clellen, Vera F.; And Others – Topics in Language Disorders, 1995
Narratives of children from different Spanish-speaking backgrounds illustrate that children's atypical narrative performance may reflect individual or cultural differences. It is suggested that static assessments may not differentiate narrative differences from disorders. A dynamic assessment model to predict the child's true language learning…
Descriptors: Child Language, Cultural Differences, Cultural Influences, Disability Identification
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