Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Engaging Your Growth Mindset for a Successful School Year

2016 ◽  
Vol 1 (16) ◽  
pp. 91-99 ◽  
Author(s):  
Lyndsey Zurawski ◽  
Nicole Mancini
Keyword(s):  
Academic Success ◽  
General Education ◽  
Students With Disabilities ◽  
Growth Mindset ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Year ◽  
Classroom Speech ◽  
Successful School

This manuscript will focus on the value of a growth mindset, the belief that our abilities are not static, rather, those abilities can be developed upon and improved while utilizing hard work, dedication, and effort. In this article, we describe the value of a growth mindset for speech-language pathologists in schools who support language and literacy skills of students with disabilities and strive to increase academic success in the general education classroom. Speech-language pathologists in a school-based setting can use the principles of growth mindset, putting in into practice for themselves and to foster growth mindset within their students. We present recommendations and examples of implementing a growth mindset during the school year. Additionally, resources are provided for further understanding of growth mindset and the research behind growth mindset principles.

Guidelines for Using Portfolios in Assessment and Evaluation

1998 ◽  
Vol 29 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Annette Manning Kratcoski
Keyword(s):  
Functional Assessment ◽  
Assessment Tools ◽  
Federal Regulations ◽  
Speech Language Pathologists ◽  
Assessment And Evaluation ◽  
School Settings ◽  
School Based ◽  
Language And Communication ◽  
Language Evaluations

In selecting assessment tools and procedures, school-based speech-language pathologists are frequently faced with the dilemma of meeting stringent district, state, and federal regulations while trying to evaluate the language and communication of learners in ways that are holistic and educationally relevant. The purpose of this article is to provide guidelines for the use of portfolios for conducting various types of speech-language evaluations and assessments in school settings. Emphasis will be placed on the use of portfolios as a tool for functional assessment.

The Frequency and Nature of Communication Between School-Based Speech-Language Pathologists and Caregivers of Children With Language Impairment

2017 ◽  
Vol 26 (4) ◽  
pp. 1193-1201 ◽  
Author(s):  
Sherine R. Tambyraja ◽  
Mary Beth Schmitt ◽  
Laura M. Justice
Keyword(s):  
Socioeconomic Status ◽  
Early Literacy ◽  
Language Impairment ◽  
Work Experience ◽  
Work Conditions ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Communication Frequency ◽  
Academic Year

PurposeThe present study investigates the extent to which school-based speech-language pathologists (SLPs) communicate with the caregivers of children with language impairment and the factors that are significantly associated with frequent communication. In addition, this study investigates the extent to which frequent SLP–caregiver communication is associated with change in language and literacy abilities of children.MethodTo address the study aims, weekly communication logs from 73 SLPs, serving 3–5 children with language impairment in grades K-2, were collected for a complete academic year. Logs detailed the frequency and nature of SLP–caregiver communication. Information regarding children's age, language ability, and socioeconomic status were gathered at study onset; additionally, SLPs completed a questionnaire about their work experience and current work conditions (e.g., caseload size and job satisfaction). Finally, children were administered grammar, vocabulary, and early literacy assessments at the beginning and end of the academic year.ResultsDescriptive results indicate that (a) the most common type of communication was via homework, (b) children's socioeconomic status was related to communication frequency, and (c) increased SLP–caregiver communication related to increased grammar gains over the academic year.ConclusionThese results suggest that SLP–caregiver communication may be important for children's language outcomes; further studies exploring ways to support these communicative efforts are warranted.

Curriculum-Based Language Interventions: What, Who, Why, Where, and How?

2018 ◽  
Vol 49 (2) ◽  
pp. 165-175 ◽  
Author(s):  
Ashley Bourque Meaux ◽  
Janet A. Norris
Keyword(s):  
Elementary School ◽  
Early Elementary ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Educational Curriculum ◽  
School Based ◽  
Language Interventions ◽  
Early Elementary School

PurposeSchool-based speech-language pathologists (SLPs) have been asked to be contributors to the educational curriculum (American Speech-Language-Hearing Association, 2010). The aim of this tutorial is to provide elementary school-based SLPs with a guide to explore curriculum-based language interventions (CBLIs) in their practices.MethodIn this tutorial, the authors (a) describe CBLI, (b) review the existing literature available to guide this type of practice in elementary school, (c) provide examples of how we have explored CBLIs, and (d) discuss the existing barriers for implementing CBLIs in schools.ConclusionSLPs have language and literacy expertise qualifying us to be well-suited for playing an important role in supporting CBLI. The information presented in this article provides school-based SLPs with support to implement CBLIs in early elementary school and illustrates the need for additional evidence to support CBLIs.

Language Sampling Practices

1993 ◽  
Vol 24 (2) ◽  
pp. 84-91 ◽  
Author(s):  
Karen Hux ◽  
Mary Morris-Friehe ◽  
Dixie D. Sanger
Keyword(s):  
Data Analysis ◽  
Survey Data ◽  
Quantitative Assessment ◽  
Speech Language Pathologists ◽  
School Based ◽  
Sample Representativeness ◽  
Language Sampling ◽  
Assessment Procedures ◽  
Language Sample ◽  
Planning Intervention

A total of 239 school-based speech-language pathologists from nine midwestern states were surveyed about their language sampling practices. Survey data provided information on collection and analysis procedures and on clinicians' attitudes toward language sampling. Findings revealed that school speech-language pathologists routinely supplement quantitative assessment procedures with language sample analyses, are sensitive to the effects of some contextual variables on sample representativeness, and use language sampling information to assist in planning intervention services. Points of concern surfacing from the data analysis included clinician reliance on self-designed analysis procedures, limitations in the types of students assessed through language sampling, and the lack of research consultation when clinicians make decisions about collection and analysis procedures.

scholarly journals Speech-Language Pathologists Collaborating With Head Start To Improve Children’s Early Language and Literacy Skills: Efficacy and Intensity Effects

2011 ◽  
Vol 18 (2) ◽  
pp. 53-61 ◽  
Author(s):  
Maura Jones Moyle ◽  
S. Sue Berman
Keyword(s):  
Head Start ◽  
Emergent Literacy ◽  
Oral Language ◽  
Intervention Program ◽  
Literacy Skills ◽  
Control Group ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
At Risk Children

The current study examined the efficacy of a speech-language pathologist–designed and implemented emergent literacy program for Head Start preschoolers and the influence of intensity of intervention on children’s gains. Results indicated that children who participated in the intervention program exhibited greater gains than the control group on oral language, phonological awareness, and alphabet/print knowledge. Children who received a higher dosage of intervention made greater gains on vocabulary and oral language compared to the lower intensity group. Speech-language pathologists may be valuable collaborators in promoting emergent literacy skills in at-risk children.

scholarly journals DEVELOPING PROFICIENT LITERACY SKILLS IN CHILDREN WITH BILATERAL PROFOUND SENSORINEURAL HEARING LOSS

2015 ◽  
Vol 4 (1) ◽  
pp. 15-22
Author(s):  
Amina Asif Siddiqui ◽  
Verda Nadeem Butt ◽  
Saamia Bilal Khan
Keyword(s):  
Hearing Loss ◽  
Early Intervention ◽  
Sensorineural Hearing Loss ◽  
Hearing Impairment ◽  
Binaural Hearing ◽  
Literacy Skills ◽  
Sensorineural Hearing ◽  
Assessment Tools ◽  
Language And Literacy ◽  
Phonological Skills

Objective By 6 years, typically developing children have adequate reading/ reading comprehension, and writing skills. Per evidence-based research, phonological development is a pre-requisite to literacy skills as shown in the growth of receptive/expressive language modalities. Hypothetically, children develop phonological skills mainly through listening unlike children with congenital hearing impairment (HI), who lacks language and acquisition of phonological skills prior to literacy. This study aims to establish a computer- based program called Articulation, Language and Literacy Program (ALLP), following Aural-Oral Approach in children with HI to develop literacy. Method Phonological skills were introduced through the program to 10 children with sensorineural hearing loss targeting areas of articulation, language, and literacy skills, all of whom received early intervention through binaural hearing-aids or monaural cochlear implant. This program facilitated sound-word associations required for reading, simultaneously correcting production of speech, and developing lexical skills. Auditory training was mandatory through all stages of literacy development. Verbal responses and listening skills for speech sounds were recorded on weekly basis with individually tailored assessment tools. Generalization of therapeutic skills was facilitated through handouts given to parents. Conclusion This study reveals that early intervention is critical to language development and literacy skills, leading to academic success of children with hearing impairment in the mainstream academic environment.

scholarly journals In-service Teachers’ Familiarisation of the CEFR-aligned School-based Assessment in the Malaysian Secondary ESL Classroom

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Charanjit Kaur Swaran Singh ◽  
Harsharan Kaur Jaswan Singh ◽  
Dodi Mulyadi ◽  
Eng Tek Ong ◽  
Tarsame Singh Masa Singh ◽  
...  
Keyword(s):  
Research Design ◽  
Learning Process ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Negative Attitude ◽  
Assessment Tools ◽  
Mixed Method Research ◽  
School Based ◽  
Tools And Methods ◽  
Esl Classroom

The main purpose of this study is to investigate in-service teachers’ familiarization of the CEFR-aligned school-based assessment (SBA) in the Malaysian secondary ESL classroom. It also intends to explore teachers’ knowledge, understanding, and perceptions of the CEFR-aligned SBA. The study also examined the implementation of the SBA and the challenges that TESL teachers faced embracing the CEFR-aligned SBA in their ESL classroom. An exploratory mixed-method research design was employed. Data were collected by administering a survey to 108 in-service teachers, and 12 in-service teachers participated in the interview. The results show that the in-service teachers have rather a good level of familiarization with CEFR-aligned SBA and a moderate level of awareness and comprehension of the CEFR-aligned SBA. However, the in-service teachers are aware of the importance of CEFR-aligned SBA to assist students to improve their proficiency. In-service teachers exhibit a good understanding of selecting the appropriate assessment tools and methods to assess students’ learning. In-service teachers expressed their struggles and concerns regarding implementing CEFR-aligned SBA effectively, including lack of training, sourcing for good materials to teach, students'' negative attitude towards the teaching and learning process, students’ attendance, time constraint and their workload. In conclusion, the implementation of the CEFR-aligned SBA is crucial as it is a national agenda and teachers’ involvement in executing the assessment is obligatory.

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