Insights from Grammar (Grammar Fundamentals: Module 01)
Module 1 outlines key considerations in the differentiation between a language disorder and a language difference. Find the other modules in this series below.
Bilingual Students (SwSD: Module 02)
Stephanie presents the research that has demonstrated that bilingualism, even in students with severe disabilities, has many cognitive as well as socio-emotional benefits.
Reading Development (Playlist)
This playlist of 8 modules presents information on typical reading development, including information specifically for English Language Learner (ELL) and speech and language impaired (SLI) populations.
Bilingual Considerations (Reading Development: Module 08)
In this module, Stephanie Downey Toledo explores considerations for students who are bilingual in regards to reading development.
Aligning IEP Goals to the CCSS: Case Study- Amanda
This case study is part of the Aligning IEP goals with the Common Core State Standards series for Amanda, a 13-year-old 6th grader with writing difficulties.
Aligning IEP Goals to the CCSS: Case Study- Caitlin
This case study is part of the Aligning IEP goals with the Common Core State Standards series for Caitlin, a bilingual first grader.
Aligning IEP Goals to the CCSS: Case Study- Joey
This case study is part of the Aligning IEP goals with the Common Core State Standards series for Joey, a 6 year old of Puerto Rican descent.
(Hasson et al., 2013) Discriminating Disorder from Difference Using Dynamic Assessment with Bilingual Children
This study builds on recent evidence of the usefulness of dynamic assessment (DA) along with a mediated learning experience (MLE) and graduated prompting as a more appropriate method of determining the presence of language disorder (LD) in culturally and linguistically diverse (CLD) children.
(Alt, Meyers, & Figueroa 2013) Factors That Influence Fast Mapping in Children Exposed to Spanish and English
The current study asked whether bilingual children would show less advantage in fast-mapping high-probability words as a result of interference from the second language (in this case Spanish) when compared to monolingual (English) children.
Model Eval: 4;7- Spanish/English- Typically Developing
This is a model evaluation of AR: a 4;7 year old simultaneous bilingual Spanish/English girl with typically developing language skills despite evidence of deficit in both languages.
