Assessing Oral Language When Screening Multilingual Children for Learning Disabilities in Reading

Autor/inn/en	Goodrich, J. Marc; Fitton, Lisa; Chan, Jessica; Davis, C. Jamie
Titel	Assessing Oral Language When Screening Multilingual Children for Learning Disabilities in Reading
Quelle	In: Intervention in School and Clinic, 58 (2023) 3, S.164-172 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodrich, J. Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512221081264
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Screening-Verfahren; Mehrsprachigkeit; Multilingualismus; Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Language skill; Sprachkompetenz; Leseleistung; Testkritik; Language test; Sprachtest; Standadised tests; Standardisierter Test; Bewertung
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01