Assessing Oral Language When Screening Multilingual Children for Learning Disabilities in Reading
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| Title: | Assessing Oral Language When Screening Multilingual Children for Learning Disabilities in Reading |
|---|---|
| Language: | English |
| Authors: | Goodrich, J. Marc (ORCID |
| Source: | Intervention in School and Clinic. Jan 2023 58(3):164-172. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Oral Language, Screening Tests, Multilingualism, Learning Disabilities, Reading Difficulties, Language Skills, Reading Achievement, Evaluation Methods, Cultural Relevance, Test Bias, English Language Learners, Language Tests, Standardized Tests, Scoring |
| DOI: | 10.1177/10534512221081264 |
| ISSN: | 1053-4512 1538-4810 |
| Abstract: | Multilingual children represent a rapidly growing population of students in U.S. schools. However, identification of language and learning disabilities for students from different linguistic backgrounds is complex, leading to frequent misidentification of multilingual learners for special education. This article provides guidance on how special education teachers, speech-language pathologists, and other practitioners (e.g., school psychologists) can utilize each other's expertise to accurately assess language and literacy skills of multilingual learners. Five key lessons learned from research on identification of language disorders are presented, along with discussion of why these are important when screening multilingual children for learning disabilities in reading. Specifically, there is a focus on considering children's language background, regardless of English learner status, the importance of language ability for reading achievement, common pitfalls in using standardized assessments with multilingual learners, and linguistically sensitive assessment and scoring practices to be used with multilingual students. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1358887 |
| Database: | ERIC |
| Abstract: | Multilingual children represent a rapidly growing population of students in U.S. schools. However, identification of language and learning disabilities for students from different linguistic backgrounds is complex, leading to frequent misidentification of multilingual learners for special education. This article provides guidance on how special education teachers, speech-language pathologists, and other practitioners (e.g., school psychologists) can utilize each other's expertise to accurately assess language and literacy skills of multilingual learners. Five key lessons learned from research on identification of language disorders are presented, along with discussion of why these are important when screening multilingual children for learning disabilities in reading. Specifically, there is a focus on considering children's language background, regardless of English learner status, the importance of language ability for reading achievement, common pitfalls in using standardized assessments with multilingual learners, and linguistically sensitive assessment and scoring practices to be used with multilingual students. |
|---|---|
| ISSN: | 1053-4512 1538-4810 |
| DOI: | 10.1177/10534512221081264 |
