Outcomes of Dynamic Assessment with Culturally and Linguistically Diverse Students: A Comparison of Three Teaching Methods Within a Test-Teach-Retest Framework

2001 ◽  
Vol 2 (1) ◽  
pp. 37-54 ◽  
Author(s):  
Ellen Stubbe Kester ◽  
Elizabeth D. Peña ◽  
Ronald B. Gillam
Keyword(s):  
Hybrid Methods ◽  
Dynamic Assessment ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Control Group ◽  
Optimum Level ◽  
Mediated Learning ◽  
Hybrid Instruction ◽  
Linguistically Diverse Students ◽  
Diverse Backgrounds

This study was designed to investigate the dynamic assessment of vocabulary abilities in preschool-aged children from culturally and linguistically diverse backgrounds. Using a test-teach-retest model, we compared the labeling skills of children who received direct instruction (DI), mediated learning experiences (MLE), and hybrid methods during the teaching portion of a dynamic assessment of children’s labeling skills. Children in a control group received the pre- and post-tests without an intervening teaching phase. Children in all three dynamic assessment instruction groups labeled more pictures correctly at retest compared to children in the control group who did not demonstrate labeling gains. Of greater interest, the three teaching strategies resulted in varying degrees of improvement. The labeling scores of children who received MLE and Hybrid instruction improved more from test to retest than the scores of children who received DI. Results suggest that cognitively based dynamic assessment approaches (MLE and Hybrid conditions) help children from culturally and linguistically diverse backgrounds perform at their optimum level during dynamic assessment.

Dynamic Assessment: Whys and Hows

2010 ◽  
Vol 11 (3) ◽  
pp. 80-87
Author(s):  
Lynette Austin
Keyword(s):  
Language Skills ◽  
Dynamic Assessment ◽  
Strong Support ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Relevant Research ◽  
Speech Language Pathologists ◽  
School Based ◽  
Diverse Backgrounds

Recent research indicates that speech-language pathologists (SLPs) typically do not implement dynamic assessment (DA) in evaluating the language skills of children from culturally and linguistically diverse backgrounds, despite recommendations from the American Speeh-Lanugage-Hearing Association (ASHA) and strong support in the literature. This article reviews different dynamic assessment formats and relevant research while making a case for DA implementation in school-based practices. Steps in designing dynamic assessments are outlined, and sample dynamic assessment write-ups from actual cases are provided.

Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres
Keyword(s):  
Sign Language ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Culturally And Linguistically Diverse ◽  
Alternative Communication ◽  
Linguistically Diverse Students ◽  
The Past ◽  
Communication Needs ◽  
Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

Challenges in Service Provision to Children and Families from Linguistically Diverse Backgrounds

2021 ◽  
Vol 42 (05) ◽  
pp. 395-418
Author(s):  
Keisey Fumero ◽  
Michelle Torres-Chavarro ◽  
Carla Wood
Keyword(s):  
Service Provision ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Children And Families ◽  
Cultural Impact ◽  
Speech Language Pathologists ◽  
Diverse Backgrounds ◽  
Common Practices

AbstractThe purpose of this study was to examine and describe experiences and perceptions of speech-language pathologists (SLPs) serving children and families from culturally and linguistically diverse populations. Twenty SLPs were interviewed using an online audio platform regarding common practices, resources and supports, challenges, and communication. Participants' responses to the semi-structured questions were transcribed and analyzed to identify themes in experiences. Results suggested six overall themes including: considerations for assessment; cultural impact; linguistic access and barriers; professional preparedness; impact of COVID-19; and helpful tips and resources. The discussion includes recommendations and resources to address obstacles.

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