A summary of the National Literacy Panel’s findings with regard to evidence based literacy instructions for English Language Learners and suggestions for clinicians and educators.
In this module, Stephanie Downey Toledo explores considerations for students who are bilingual in regards to reading development.
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.
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.
The CELF-P2 is designed to assess the presence of a language disorder or delay in Spanish speaking students and only be used to probe for information and not to identify a disorder or disability.
This resource, originally published in 1997, consists of reviews of standardized tests that are intended to measure language and communication skills. This volume is one in a series of guides for assessment in the New York City Public Schools.
The PLS-5 is designed for use with children aged birth through 7;11 to assess language development and only be used to probe for information and not to identify a disorder or disability.
This memo sets forth the current standards for disability determinations, which are consistent with a diagnostic process consistent with a social model.
This module discusses how to do preschool evaluations in an accurate and appropriate manner.
This module applies the critical questions to Andrea’s narrative about Cinderella.
