Monthly Archives: April, 2016

FREE ASHA CEUs!!

Happy Friday to All!

I wanted to share with you all two neat CEU Self-Study courses I found developed by Dr. Cate Crowley of Teachers College Columbia University! If you recall, she is an SLP and founder of theLEADERSproject. She shares her knowledge of everything from Assessment approaches like DA, to Cleft palate intervention via her website and Youtube videos.

theLEADERSproject is currently offering two courses for FREE! One is titled Grammar Fundamentals for a Pluralistic Society. It discusses the grammar of several dialects of the English language including Standard American and Spanish-Influenced English. The link to the course is here. This course offers .5 ASHA CEUs.

Another self-study course on the site is titled Differential Diagnosis in Preschool Evaluation: A Case Study. Per the description it is a “step-by-step evaluation process for a preschool-age child.” The link for this course is here. The course offers .6 ASHA CEUs.

As with most online self-study courses, shortly after the lesson, you must complete and pass a test that assesses your knowledge and understanding of the information from the lesson. For both of these courses, you MUST have your ASHA ID number ready before starting the assessment in order for you to get CEU credit.

Have you taken any of the CEU courses offered through theLEADERSproject? Let me know your thoughts!

JG

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Dynamic Assessment part 3: Spanish NonWord Repetition Task

Hello All,

Hopefully the last two posts were helpful to you as you create and gather your own tools to assess your bilingual Spanish Students.

Today I want to talk about the Spanish nonword repetition (NWR) task. The Spanish Nonword repetition task I recently found comes from a research article by Ebert et. al (2008) that references Dollaghan & Campbell (1998). The researchers conducted a study with preschool age (3:5-5:6) bilingual English/Spanish children using nonwords that were “constructed to be phonotactically possible in Spanish and to conform to published guidelines for nonword repetition stimuli”(Ebert et. al, 2008, p. 67).

The reference for the study is below. I used the set of Spanish nonwords from this study last week with a Spanish bilingual kindergarten student and was able to compare it to their performance on the English NWR. It’s interesting that the student performed with more accuracy on the Spanish NWR task.

I have also included another reference to an article by Lee & Gorman (2012) that looked at NWR performance of monolingual English, Korean-English, Chinese-English and Spanish-English bilingual children. I like how the article discusses how NWR tasks can tap into phonological short-term memory skills (PSTM). Lee & Gorman (2012) also discuss theoretical perspectives of PSTM and the relationship between PSTM and vocabulary development, morphosyntactic development, and sentence construction.  If you can get access to this article it is truly a great read!

Let me know in the comments below if you have read these articles and have used a Spanish NWR task!

JG

references:
Ebert, K.D., Kalanek, J., Cordero, K.N., & Kohnert, Kathryn. (2008). Spanish nonword repetition: Stimuli development and preliminary results. Communication Disorders Quarterly, 29(2), 67-74.
Dollaghan, C., & Campbell, T.F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136-1146.
Lee, S.S., & Gorman, B.K. (2012). Nonword repetition performance and related factors in children representing four linguistic groups. The International Journal of Bilingualism, 17(4), 479-495.