Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

Treatment Considerations for Adolescents Who Exhibit Cognitive/Communication Problems: A Neuroscience Perspective

2020 ◽  
Vol 5 (6) ◽  
pp. 1767-1775
Author(s):  
Martha S. Burns
Keyword(s):  
Social Communication ◽  
Transition Period ◽  
Clinical Intervention ◽  
Review Article ◽  
Sensitive Period ◽  
Clinical Implications ◽  
Evidence Based ◽  
Communication Problems ◽  
Treatment Considerations ◽  
Behavioral Growth

Purpose Adolescence is a period of substantial neurophysiological and behavioral growth, representing a second sensitive period of brain development. It is a psychological and social transition period between childhood and adulthood with many beneficial changes occurring, especially with respect to potential responsiveness to clinical intervention. However, adolescent behavioral complexities introduce clinical challenges as well. The purpose of this review article is to review the current neuroimaging research on neurophysiological changes observed during adolescence and the cognitive and social behavioral counterparts, with specific attention to the clinical implications. The review article will then summarize currently available intervention tools that can be utilized by speech-language pathologists working with this population. It will conclude with available evidence-based social-communication approaches that may be applicable as well as available evidence-based supplemental technological cognitive interventions that may be useful in working with adolescents who exhibit language and communication issues. Conclusion As a transition period between childhood and adulthood, adolescence represents a second sensitive period during which there is opportunity for clinically derived beneficial cognitive and communication growth.

Centres for Health Evidence Demonstration Project

2013 ◽  
Author(s):  
Tracy Stewart ◽  
Denise Koufogiannakis ◽  
Robert S.A. Hayward ◽  
Ellen Crumley ◽  
Michael E. Moffatt
Keyword(s):  
Evidence Based Practice ◽  
Demonstration Project ◽  
Evidence Based ◽  
Research Opportunities ◽  
University Of Alberta ◽  
Information Usage ◽  
University Of Manitoba ◽  
The University ◽  
Hospital Wards ◽  
Support Evidence

This paper will report on the establishment of the Centres for Health Evidence (CHE) Demonstration Project in both Edmonton at the University of Alberta and in Winnipeg at the University of Manitoba. The CHE Project brings together a variety of partners to support evidence-based practice using Internet-based desktops on hospital wards. There is a discussion of the CHE's cultural and political experiences. An overview of the research opportunities emanating from the CHE Project is presented as well as some early observations about information usage.

Crisis knowledge management: Reconfiguring the behavioural science community for rapid responding in the Covid-19 crisis

2020 ◽  
Author(s):  
Ulrike Hahn ◽  
David Lagnado ◽  
Stephan Lewandowsky ◽  
Nick Chater
Keyword(s):  
Knowledge Management ◽  
Evidence Based ◽  
Behavioural Science ◽  
High Stakes ◽  
Evidence Based Policy ◽  
Science Community ◽  
Minimal Damage ◽  
Support Evidence

The present crisis demands an all-out response if it is to be mastered with minimal damage. This means we, as the behavioural science community, need to think about how we can adapt to best support evidence-based policy in a rapidly changing, high-stakes environment. This piece is an attempt to initiate this process. The ‘recommendations’ made are first stabs that will hopefully be critiqued, debated and improved.

International Archival Auditing and Assurance Research: Trends, Methodological Issues, and Opportunities

2016 ◽  
Vol 35 (3) ◽  
pp. 1-32 ◽  
Author(s):  
Roger Simnett ◽  
Elizabeth Carson ◽  
Ann Vanstraelen
Keyword(s):  
Audit Quality ◽  
Research Trends ◽  
Data Sources ◽  
Quality Data ◽  
Research Articles ◽  
Future Research ◽  
Evidence Based ◽  
Methodological Issues ◽  
Comprehensive Review ◽  
Support Evidence

SUMMARY We present a comprehensive review of the 130 international archival auditing and assurance research articles that were published in eight leading accounting and auditing journals for 1995–2014. In order to support evidence-based international standard setting and regulation, and to identify what has been learned to date, we map this research to the International Auditing and Assurance Standards Board's (IAASB) Framework for Audit Quality. For the areas that have been well researched, we provide a summary of the findings and outline how they can inform standard setters and regulators. We also observe a significant evolution in international archival research over the 20 years of our study, as evidenced by the measures of audit quality, data sources used, and approaches used to address endogeneity concerns. Finally, we identify some challenges in undertaking international archival auditing and assurance research and identify opportunities for future research. Our review is of interest to researchers, practitioners, and standard setters/regulators involved in international auditing and assurance activities.

ARE MIGRANT STUDENTS CLOSING THE GAP?

2021 ◽  
pp. 1-25
Author(s):  
Nicole Marx ◽  
Christian Gill ◽  
Tim Brosowski
Keyword(s):  
Grade Level ◽  
Reading Skills ◽  
Ad Hoc ◽  
Immigrant Students ◽  
Central Importance ◽  
Migrant Students ◽  
Data Points ◽  
Closing The Gap ◽  
Reading Subskills ◽  
Mainstream Students

Abstract Since 2015, increased numbers of newly immigrated schoolchildren in Europe have resulted in divergent, often ad hoc measures to provide for their education. Because the basis of classroom learning is information found in written texts, the development of grade-level reading skills is of central importance. However, little is known about immigrant students’ reading skills at and following transition, and no data is available for Germany, where the study was conducted. We report the results of a longitudinal study in which migrant students’ (N = 136) reading subskills after transition into mainstream were investigated at three points over the course of 2 years and compared to cohort performance (N = 517) in grades 7 through 9. Results showed that immigrant students performed significantly below mainstream students on all measures for all data points, with little evidence that they are beginning to close the gap even after several years in mainstream.

Beyond the written word: The role of text on preschool teachers’ book sharing styles

2021 ◽  
pp. 146879842098516
Author(s):  
Adina R Schick ◽  
Lauren Scarola ◽  
Silvia Niño ◽  
Gigliana Melzi
Keyword(s):  
Language Learners ◽  
Picture Books ◽  
Dual Language ◽  
Preschool Teachers ◽  
Literacy Skill ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Skill Development ◽  
Wordless Picture Books ◽  
Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

scholarly journals Identity, language learning, and social change

2011 ◽  
Vol 44 (4) ◽  
pp. 412-446 ◽  
Author(s):  
Bonny Norton ◽  
Kelleen Toohey
Keyword(s):  
Social Change ◽  
Language Learning ◽  
Language Learners ◽  
Digital Technologies ◽  
Review Article ◽  
Gender And Sexuality ◽  
Imagined Communities ◽  
Learning And Teaching ◽  
Language Identity ◽  
The World

In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs ofinvestmentandimagined communities/imagined identities(Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.

Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners

2021 ◽  
Vol 57 ◽  
pp. 27-39
Author(s):  
J. Marc Goodrich ◽  
Christopher J. Lonigan ◽  
Beth M. Phillips ◽  
JoAnn M. Farver ◽  
Kimberly D. Wilson
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Home Language ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Environment ◽  
Vocabulary Growth
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