CHAPTER 8: Language and Bilingual Assessment Assessing Students with Special Needs Fifth Edition John J. Venn University of North Florida © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved

Overview Defining language assessment Why do we assess language? Assessing components of language Comprehensive language assessment Students from culturally and linguistically diverse backgrounds Students with severe communication disorders

Overview Language includes receptive and expressive communication, including listening and speaking Language is the foundation for academic learning Many students have language deficits and require assessment and intervention Speech difficulties are the most common deficits

Why Do We Assess Language? To screen children with potential speech or language problems To identify and provide services for children with speech and language deficits To help develop individual plans and intervention programs To measure the progress

Definition and Description Involves using symbolic communication to send and receive messages Includes expressive (sending messages), receptive (receiving messages), and inner language (thought within oneself) Language problems are the most common disability among school children

Considerations Many tests rely on language-based items Most language tests are for young children Language therapists and teachers should work together to remediate disorders Students with learning disabilities may exhibit word meaning and memory deficits

Structural Components Phonics Articulating speech sounds Boy includes three phonemes: b, o and y Morphemes and Syntax Using grammar in words and sentences Boys has two morphemes: boy and s Semantics and Pragmatics Using word meanings and language in context

Evaluating Phonics Phonics – the sounds of language Assessing how children use speech sounds Articulation disorders are the most common speech disorder Speech pathologists use clinical evaluation and formal testing to assess phonics Goldman-Fristoe Test of Articulation, Second Edition Widely used phonics test

Evaluating Phonics Goldman-Fristoe Test of Articulation, Second Edition Provides a structured way to evaluate how well students articulate consonant sounds For children from 2 to 21 years of age Includes a sounds-in-words subtest, a sounds-in sentences subtest, and a measure of how well children correct misarticulations Frequently used by speech pathologists as part of speech therapy

Evaluating Morphology and Syntax Assessing morphology involves measuring how well children understand and use appropriate words and word structures Assessing syntax involves measuring how well children understand the meaning of sentences and form grammatically correct sentences Assessment includes use of Informal assessment and formal tests

Evaluating Morphology and Syntax Informal Language Sampling Procedures Mean Length of Utterance Developmental Sentence Scoring Computer Assisted Language Sampling Analysis

Evaluating Morphology and Syntax Test for Auditory Comprehension of Language Assesses auditory comprehension of language Subtests for measuring Vocabulary – literal meaning of words Morphology – grammatical morphemes Syntax – meaning from sentences For students from 3 to 9 years of age Helps identify children with deficits, measure school readiness, plan instruction, and monitor progress

Evaluating Semantics and Pragmatics Assessing semantics focuses on measuring receptive and expressive vocabulary Peabody Picture Vocabulary Test, Fourth Edition Assessing pragmatics focuses on how students use language in context Test of Pragmatic Language, Second Edition

Evaluating Semantics and Pragmatics Peabody Picture Vocabulary Test, Fourth Edition Widely used test of semantics Measures receptive language vocabulary Age range: 2.6 years to 90+ Does not require reading or writing ability Used to screen children and adults at all levels of ability

Evaluating Semantics and Pragmatics Test of Pragmatic Language, Second Edition Measures use of social language skills in context For students from 6 to 18 years of age Given by showing pictures of social context situations Focuses on the ability to monitor and judge responses to resolve social problem situations

Comprehensive Tests A variety of comprehensive tests are available Provide subtests for assessing a range and variety of language skills Test of Language Development – Primary, Fourth Edition One of the most widely used measures

Comprehensive Measures Test of Language Development – Primary, Fourth Edition Comprehensive, diagnostic assessment Nine subtest areas For students from 4 to 8 years of age Helps identify language disorders and isolate specific deficits needing remediation

English Language Learners Students who have a native language other than English An increasing number of students are ELLs Majority of ELLs speak Spanish Assessing ELLs is challenging

English Language Learners Current assessment procedures are inadequate Lack of standards and guidelines Procedures include Translating tests into native languages Using interpreters Using tests in native languages Relying on bilingual test administrators

Severe Communication Disorders Disabilities such as physical impairments, intellectual disabilities, and severe autism may result in severe communication disorders Students may be nonvocal or nonverbal

Severe Communication Disorders Functional Language Assessment Steps Ecological assessment Met & unmet needs Future needs Team assessment Progress monitoring Data collection

Summary Language assessment is complex Wide variety of assessment tools Assessments for each component of language Phonics, morphemes & syntax, semantics & pragmatics Comprehensive measures of language