Narrative Assessment and Intervention: A Clinical Tutorial on Extending Explicit Language Instruction and Progress Monitoring to All Students

2014 ◽  
Vol 21 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Douglas Petersen ◽  
Trina D. Spencer
Keyword(s):  
Public Schools ◽  
Language Impairment ◽  
Progress Monitoring ◽  
Linguistically Diverse ◽  
The United States ◽  
Language Instruction ◽  
Related Factors ◽  
Narrative Assessment ◽  
Narrative Intervention ◽  
Language Growth

The majority of children who are culturally and linguistically diverse in the United States read below grade level. This disproportionate prevalence of reading difficulty is likely due to language-related factors. Although most of these children do not have language impairment, they do need explicit instruction in the use and comprehension of complex, academically-related language that is expected in public schools. Speech-language pathologists (SLPs) are particularly well suited to help guide this needed explicit language instruction and help implement language progress monitoring. In this clinical tutorial, we propose ways in which narrative assessment and intervention within a response to intervention framework can be carefully aligned and realistically carried out. We propose that narrative assessment and narrative intervention should become standard practice in schools to monitor language growth and provide explicit language instruction to students.

scholarly journals Mainstreamed English language instruction in a low-incidence rural school district : a case study

2010 ◽  
Author(s):  
◽  
Margaret René Watring Yoesel
Keyword(s):  
United States ◽  
English Language Learners ◽  
Public Schools ◽  
Teacher Perceptions ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Language Instruction ◽  
Low Incidence

Classrooms in the United States are changing as the population of the United States becomes more diverse with growing numbers of English language learners (Banks, 2005; Capps, Fix, Murray, Ost, Passel and Herwantoro, 2005; Cartledge, Gardner, and Ford, 2009; DeVillar, Faltis, and Cummins, 1994; Diaz, 2001; Dilg, 2003; Hernandez, 2001; Ovando and McLaren, 2000; Sadowski, 2004; Sleeter and Grant, 1994). Immigrants and their families have traditionally settled in larger urban communities, but recent trends indicate a growing number of English language learners are enrolling in rural mid-west public schools. Many rural districts have very little experience or resources to meet the needs of this new diverse group of students. As a result teachers, especially in rural and low-incidence districts, are experiencing academic and cultural challenges of educating students whose first language is not English (Berube, 2000; Hill and Flynn, 2004). The purpose of this study was to examine elementary teacher perceptions regarding experience with instructing mainstreamed English language learners in a low-incidence district. This study also explores issues these teachers feel most influence their ability to successfully teach students from diverse cultures and who speak a first language other than English. Research examining teacher perceptions should provide important insight to teachers, administrators and policy makers regarding teacher needs and support in the education of English language learners.

scholarly journals Developmental Language Disorder: Applications for Advocacy, Research, and Clinical Service

2020 ◽  
Vol 5 (1) ◽  
pp. 38-46 ◽  
Author(s):  
Karla K. McGregor ◽  
Lisa Goffman ◽  
Amanda Owen Van Horne ◽  
Tiffany P. Hogan ◽  
Lizbeth H. Finestack
Keyword(s):  
Public Schools ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Scientific Progress ◽  
The United States ◽  
Developmental Language Disorder ◽  
Specific Language ◽  
Language Deficit ◽  
English Speaking

Purpose The CATALISE group (Bishop, Snowling, Thompson, Greenhalgh, & CATALISE Consortium, 2016; Bishop, Snowling, Thompson, Greenhalgh, & CATALISE-2 Consortium, 2017) recommended that the term developmental language disorder (DLD) be used to refer to neurodevelopmental language deficit. In this tutorial, we explain the appropriate application of the term and present advantages in adhering to the CATALISE recommendations. Conclusion Both specific language impairment and DLD refer to a neurodevelopmental condition that impairs spoken language, is long-standing and, is not associated with any known causal condition. The applications of the terms specific language impairment and DLD differ in breadth and the extent to which identification depends upon functional impact. Use of the term DLD would link advocacy efforts in the United States to those in other English-speaking countries. The criteria for identifying DLD presented in the CATALISE consensus offer opportunities for scientific progress while aligning well with practice in U.S. public schools.

The Myth of Colorblindness

2017 ◽  
pp. 77-99
Author(s):  
Stephanie R. Logan
Keyword(s):  
Native American ◽  
Public Schools ◽  
Students Of Color ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally Competent ◽  
Cultural Conflicts ◽  
Near Future ◽  
Racial Ethnic

The United States is becoming a more racially, ethnically, and linguistically diverse nation. More specifically, in public schools, students of color and those of Native American ancestry are anticipated to represent the majority of the student population in the near future. In contrast to the change in student demographics, the majority of classroom teachers remain White and monolingual. The differences in racial, ethnic, and linguistic experiences of the student and teacher populations could create cultural conflicts between the two groups. In response, this endeavor is purposed to provide an instructional framework for teacher educators who are tasked with preparing culturally competent teachers for increasingly multicultural classrooms.

The Myth of Colorblindness

2021 ◽  
pp. 210-232
Author(s):  
Stephanie R. Logan
Keyword(s):  
Native American ◽  
Public Schools ◽  
Students Of Color ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally Competent ◽  
Cultural Conflicts ◽  
Near Future ◽  
Racial Ethnic

The United States is becoming a more racially, ethnically, and linguistically diverse nation. More specifically, in public schools, students of color and those of Native American ancestry are anticipated to represent the majority of the student population in the near future. In contrast to the change in student demographics, the majority of classroom teachers remain White and monolingual. The differences in racial, ethnic, and linguistic experiences of the student and teacher populations could create cultural conflicts between the two groups. In response, this endeavor is purposed to provide an instructional framework for teacher educators who are tasked with preparing culturally competent teachers for increasingly multicultural classrooms.

District Implementation of Research-Based Practices for Transition Planning With Culturally and Linguistically Diverse Youth With Disabilities and Their Families

2018 ◽  
Vol 42 (2) ◽  
pp. 77-86 ◽  
Author(s):  
June E. Gothberg ◽  
Gary Greene ◽  
Paula D. Kohler
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Transition Planning ◽  
Linguistically Diverse ◽  
Transition Services ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Youth With Disabilities ◽  
Research Based Practices

Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer transition outcomes of CLD youth with disabilities compared with their White peers with disabilities and identify 11 research-based practices (RBPs) for supporting CLD youth with disabilities and their families during the transition planning process. A study is subsequently described involving the development and implementation of a survey measuring the degree to which these 11 RBPs are being implemented in public school districts. The survey was administered during 2011 to 2016 to interdisciplinary transition teams representing more than 90 school districts in the United States who were attending state capacity-building transition services training institutes. Group consensus was sought on the 11 items appearing on the survey. Results from the study found that most school districts were not implementing any of the RBPs to any significant degree, school staff were in need of cultural competence professional development training, CLD families of transition-aged youth with disabilities lacked access to quality resources and supports, and CLD youth with disabilities lacked opportunities to strengthen their self-determination skills. Implications for practice and future research on this topic is presented and discussed.

A Comparison of the Prevalence Rates of Language Impairment Before and After Response-to-Intervention Implementation

2019 ◽  
Vol 50 (4) ◽  
pp. 703-709 ◽  
Author(s):  
Shannon Hall-Mills
Keyword(s):  
Public Schools ◽  
Response To Intervention ◽  
School Districts ◽  
Language Impairment ◽  
The United States ◽  
Prevalence Rates ◽  
Prevalence Data ◽  
Rti Implementation ◽  
Before And After ◽  
Primary Disability

Purpose This research note presents a secondary data analysis of language impairment (LI) prevalence rates of children in public schools before and after a statewide mandate for response-to-intervention (RTI) implementation. Method Statewide and district-level LI prevalence rates were compared across 10 school years. Prevalence data from 67 school districts located in 1 state in the United States are reported as the proportion of the general student population (students ages 3–21 years) who were identified with a primary disability of LI. Results The mandated implementation of RTI within special education prereferral, evaluation, and eligibility processes coincided with significant changes in LI prevalence as a primary disability for most of the school districts. The majority of school districts experienced an increase in LI prevalence within 1 school year following RTI implementation. However, the degree and direction of change in prevalence rates varied across some of the school districts. Similar degrees of change were not evident across the other years of prevalence data review, suggesting the systemic change that occurred via RTI requirements coincided with fluctuations in the LI prevalence rates for the majority of school districts in the state. Conclusion A causal relation between RTI and LI prevalence cannot be established with the current data; however, this study establishes a temporal connection between the timing of RTI implementation and changes in LI prevalence in public schools of 1 very large state. Implications are presented for further research investigating the potential impact of systemic mandates on the identification of school-age children with LI. Supplemental Material https://doi.org/10.23641/asha.8968676

The Limits of Americanization

2018 ◽  
Author(s):  
Rosina Lozano
Keyword(s):  
United States ◽  
Public Schools ◽  
New Mexico ◽  
English Language ◽  
The United States ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Language Of Instruction ◽  
Spanish American War ◽  
The Public

One of the key roles of the public school system at the turn of the twentieth century was to create U.S. citizens. The federal government supported educational efforts in the noncontiguous territories that the United States acquired during the Spanish-American War. While both Arizona and New Mexico remained territories until 1912, they never received any federal educational aid. Americanization efforts across the United States largely encouraged a move away from foreign language instruction in the public schools in favor of English as the language of instruction. The interests of Americanization advocates coincided with the move to segregate students of Mexican descent into separate schools and classrooms throughout the Southwest. Administrators claimed they separated ethnic Mexican students due to their inability to speak the English language fluently. Despite the segregation of many Spanish-speaking students across the Southwest, Spanish remained in many classrooms in New Mexico—especially in the northern counties. Spanish was used in schools with the early support of the territorial superintendent of instruction and the New Mexico Journal of Education who both recognized that the vast majority of students in those districts entered school as monolingual Spanish speakers.

Intervention With Linguistically Diverse Preschool Children

2005 ◽  
Vol 36 (3) ◽  
pp. 251-263 ◽  
Author(s):  
Kathryn Kohnert ◽  
Dongsun Yim ◽  
Kelly Nett ◽  
Pui Fong Kan ◽  
Lillian Duran
Keyword(s):  
Language Impairment ◽  
Relevant Literature ◽  
Linguistically Diverse ◽  
The United States ◽  
Diverse Learners ◽  
Preschool Age ◽  
Home Language ◽  
Speech Language Pathologist ◽  
Primary Language Impairment ◽  
Linguistically Diverse Learners

Purpose:This article addresses a series of questions that are critical to planning and implementing effective intervention programs for young linguistically diverse learners with primary language impairment (LI). Linguistically diverse learners in the United States include children whose families speak languages such as Spanish, Korean, Cantonese, Hmong, Vietnamese, or any language other than, or in addition to, English.Method:A narrative review of the relevant literature addresses clinical questions including (a) Why support the home language when it is not the language used in school or the majority community? (b) Does continued support for the home language undermine attainment in a second language? (c) Should we support the home language when it includes the code switching or mixing of two traditionally separate languages? and (d) What are some strategies that can be used to support the home language when it is a language that the speech-language pathologist (SLP) does not speak?Conclusion:SLPs should provide services to linguistically diverse preschool-age children with LI in a manner that effectively supports the development of the home language. Parent and paraprofessional training along with peer-mediated models of intervention are presented as two possible methods for facilitating the home language in children with LI.

scholarly journals Milwaukee Makes a Difference: Recognizing Gifted Students from Culturally and Linguistically Diverse Families

2021 ◽  
Vol 11 (10) ◽  
pp. 578
Author(s):  
Susan O’Brien ◽  
Mary Ruth Coleman ◽  
Dorothy L. Schuller ◽  
Martha A. López ◽  
German Díaz
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Gifted Education ◽  
Gifted Students ◽  
Linguistically Diverse ◽  
The United States ◽  
External Support ◽  
Strength Based ◽  
Education Today ◽  
Low Income Families

Gifted education today faces a significant challenge in reaching equity as well as excellence. This is reflected in the disproportionate underrepresentation of children from Black, Hispanic, Native, and low-income families. This pattern of underrepresentation within programs for students with gifts and talents is pervasive and pernicious and impacts gifted education programming across all 50 states in the United States of America. This article describes the efforts of Milwaukee Public Schools, a large urban school district in Wisconsin, to address the need for both equity and excellence within their gifted education programming. The U~STRARS~PLUS model formed the foundation for changing the culture of the schools from “at risk” to “at potential”. Dedicated leadership and the combination of securing external support, developing internal trust, and building capacity across the district were critical to creating a strength-based focus within the schools. While the journey is not over, the authors hope that others can learn from Milwaukee’s experiences.

Health Communication: Implications for Diverse Populations

2011 ◽  
Vol 18 (1) ◽  
pp. 12-19
Author(s):  
Amy Hasselkus
Keyword(s):  
Health Care ◽  
Health Communication ◽  
Negative Impact ◽  
Linguistically Diverse ◽  
Good Health ◽  
The United States ◽  
Poor Health ◽  
Health Care Decisions ◽  
Diverse Backgrounds ◽  
Health Related

The need for improved communication about health-related topics is evident in statistics about the health literacy of adults living in the United States. The negative impact of poor health communication is huge, resulting in poor health outcomes, health disparities, and high health care costs. The importance of good health communication is relevant to all patient populations, including those from culturally and linguistically diverse backgrounds. Efforts are underway at all levels, from individual professionals to the federal government, to improve the information patients receive so that they can make appropriate health care decisions. This article describes these efforts and discusses how speech-language pathologists and audiologists may be impacted.

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