An Assets-Oriented, Formative Oral Language Assessment for Multilingual Students

2022 ◽  
pp. 769-789
Author(s):  
Adria F. Klein ◽  
Allison Briceño
Keyword(s):  
Oral Language ◽  
Assessment Tool ◽  
Language Assessment ◽  
Analysis Tool ◽  
Language And Literacy ◽  
Holistic View ◽  
Multilingual Students ◽  
Student Talk ◽  
Instructional Needs ◽  
Writing Sample

This chapter introduces an assets-oriented oral language formative assessment tool for use with multilingual students. The assessment tool, called the Oral Language Record (OLR), was developed to help teachers listen to, record, and analyze authentic student talk in a variety of settings. It provides valuable information about the vocabulary and language structures that students use, helps determine current instructional needs, provides a frame for capturing student talk, and documents growth over time. The OLR contains a continuum based on observable behaviors and an analysis tool that helps teachers determine next steps in instruction based on their observations. Used in conjunction with a student's writing sample and observation of the child's reading, the OLR provides a holistic view of a multilingual student's language and literacy acquisition, enabling the teacher to focus on the child's linguistic strengths to plan future instruction.

An Assets-Oriented, Formative Oral Language Assessment for Multilingual Students

2019 ◽  
pp. 197-217
Author(s):  
Adria F. Klein ◽  
Allison Briceño
Keyword(s):  
Oral Language ◽  
Assessment Tool ◽  
Language Assessment ◽  
Analysis Tool ◽  
Language And Literacy ◽  
Holistic View ◽  
Multilingual Students ◽  
Student Talk ◽  
Instructional Needs ◽  
Writing Sample

This chapter introduces an assets-oriented oral language formative assessment tool for use with multilingual students. The assessment tool, called the Oral Language Record (OLR), was developed to help teachers listen to, record, and analyze authentic student talk in a variety of settings. It provides valuable information about the vocabulary and language structures that students use, helps determine current instructional needs, provides a frame for capturing student talk, and documents growth over time. The OLR contains a continuum based on observable behaviors and an analysis tool that helps teachers determine next steps in instruction based on their observations. Used in conjunction with a student's writing sample and observation of the child's reading, the OLR provides a holistic view of a multilingual student's language and literacy acquisition, enabling the teacher to focus on the child's linguistic strengths to plan future instruction.

scholarly journals TRAS: Validity and sensitivity of a language assessment tool for children with ASD

2021 ◽  
Author(s):  
Johan Hansén‐Larson ◽  
Hampus Bejnö ◽  
Elin Jägerskogh ◽  
Svein Eikeseth ◽  
Lars Klintwall
Keyword(s):  
Assessment Tool ◽  
Language Assessment ◽  
Children With Asd

The relevance of oral language skills to early literacy: A multivariate analysis

1999 ◽  
Vol 20 (2) ◽  
pp. 167-190 ◽  
Author(s):  
DEBORAH L. SPEECE ◽  
FROMA P. ROTH ◽  
DAVID H. COOPER ◽  
SUSAN DE LA PAZ
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Skills ◽  
A Priori ◽  
Kindergarten Children ◽  
Language And Literacy ◽  
Direct Role ◽  
Oral Language Skills ◽  
Subtype Differences

This study examined relationships between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive analyses of subtype differences on reading, spelling, and listening comprehension measures based on a priori hypotheses and (b) a comparison of the teacher classification of the children with the empirical classification. The subtypes represented high average, low average, high narrative, and low overall patterns of oral language skill. The high average subtype received the most consistent evidence for validation. The pattern of validation results indicates that the relationship between oral language and literacy is not uniform and suggests a modification of the assumption that oral language skills have a direct role in reading acquisition.

Malay Preschool Language Assessment Tool

2010 ◽  
Author(s):  
Rogayah A. Razak ◽  
Charles L. Madison ◽  
Yee Kuan Siow ◽  
Mohd. Azmarul A. Aziz
Keyword(s):  
Assessment Tool ◽  
Language Assessment ◽  
Preschool Language

The Green Paper on language and literacy

1991 ◽  
Vol 8 ◽  
pp. 39-63 ◽  
Author(s):  
Roland Sussex
Keyword(s):  
Language Policy ◽  
Green Paper ◽  
Language And Literacy ◽  
Holistic View ◽  
Policy Initiatives ◽  
Literacy Policy ◽  
Strong Commitment

The Green Paper The Language of Australia released in December 1990, is the first step in a reworking of language policy in Australia. This paper reviews some of the issues raised in the Green Paper and looks at the implications the agenda the Green Paper sets. The Green Paper contains some good ideas in a flawed cover. The positive aspects of the document will need to be developed in a context based on a holistic view of language and literacy policy and a strong commitment to the consolidation of language policy initiatives.

The role of word reading and oral language skills in reading comprehension in Syrian refugee children

2020 ◽  
Vol 41 (6) ◽  
pp. 1283-1304
Author(s):  
Redab Al Janaideh ◽  
Alexandra Gottardo ◽  
Sana Tibi ◽  
Johanne Paradis ◽  
Xi Chen
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Language Skills ◽  
Refugee Children ◽  
Language And Literacy ◽  
Simple View Of Reading ◽  
Simple View ◽  
Syrian Refugee ◽  
Oral Language Skills

AbstractCanada has resettled more than 57,000 Syrian refugees since 2015 (Government of Canada, 2017). However, little is known about refugee children’s language and literacy development. The present study evaluated Syrian refugee children’s performance on language and literacy measures in English and Arabic, and examined whether the simple view of reading model is applicable in both of their languages. Participants consisted of 115 Syrian refugee children 6–13 years of age. They received a battery of language and literacy measures including word reading, vocabulary, oral narratives, and reading comprehension in both English and Arabic. Compared to the normative samples, refugee children performed poorly on English standardized measures. They also demonstrated difficulties in Arabic, as more than half of the children were not able to read in the language. Despite the relatively low performance, there was evidence to support the simple view of reading model in both languages. In addition, oral language skills played a larger role in English reading comprehension in the older group than the younger group. This age-group comparison was not carried out in Arabic due to reduced sample size. Theoretical and practical implications of the findings are discussed.

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