I can’t remember if I mentioned it before, but back in February, my district provided me with an opportunity to attend a two day workshop by Dr. Celeste Roseberry-McKibben focused on the assessment and treatment of communication disorders in English Language Learners. It was a wonderful workshop! I loved how Continue reading →
This question has been one that I have struggled with as a Spanish language learner. Actually, up until recently I was hesitant to consider myself a bilingual SLP because Continue reading →
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!
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!
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.
So today I will write about two of the three tools in my DA toolkit: fast mapping and nonword repetition tasks.
Below is a video of Dr. Crowley and an SLP demonstrating the task.
Fast mapping video.
In short, fast mapping allows quick incidental learning. The clinician assesses the student’s ability to learn new words from limited exposure quickly. This is different from standardized vocabulary assessments that are greatly influenced by the student’s social economic status (SES). Keep in mind that many of these standardized assessments are also not normed on bilingual/multilingual students.
Also, below is an image of my “picnic basket”. I used the tomatillo and durian and labeled them “kube” and “toeday” respectively. The “basket” is just an old can for almonds.
The Nonword repetition task can be found on standardized assessments like the TILLS, but I use the words from Dr. Crowley’s video demonstration. As Dr. Crowley states, nonsense words are a great way to learn about a child’s language skills as well as attention and working memory.
Click here for the video demonstration of the nonsense word repetition task.
Below is a picture of the words from the video with a citation of Dollaghan & Campbell at the bottom. This is the same citation found in the video.
After reading this post, will you plan to implement any of these tasks as part of your assessment?
I found this little gem of a book while perusing the web and social media today and thought to share! It is a book that is no longer in print but has been made available FREE through pediastaff.com. As the title of this post suggests, the book is called “Spanish Phrasing for SLPs” by Dorothy Miranda Esckelson and Adulfa Aguirre Morales. To directly quote from the intro of the book, “Spanish Phrasing for SLP’S was written to provide speech-language pathologists with language to use with their Spanish-speaking students and their families” (Esckelson & Aguirre Morales, 1998). From my brief review, it has a parent questionnaire with useful questions to ask during a parent interview with the English translation beneath it. My favorite part is the glossary which contains common words and phrases that SLPs use on a daily basis; but in Spanish!
I have not read the entire book…(I literally just found it) but from what I have seen, I will say that an intermediate level of knowledge and use of the Spanish language is recommended to have an effective communication exchange. This includes the ability to pronounce words; especially when speaking/reading in past tense, because those accent marks make a difference!
The direct link to the book is: http://www.pediastaff.com/blog/a-gift-to-the-profession-spanish-phrasing-for-slps-2799
Once you check it out, I would love to hear how helpful it is to you in the comments below!
Reference: Esckelson, D.M., & Aguirre Morales, A. (1998). Spanish phrases for slp’s. Ann Arbor, MI: Language Pathways.
With over 15 IEP/RTI meetings the past two weeks, I have not been able to write a new post! Now that it is spring break (SO grateful!)…I have some time to provide some food for thought on…ESL Teachers.
¿Tienes muchos estudiantes que reciben clases de inglés como segunda lengua? I know I do! but in my journey in understanding how to better service my Spanish ELL students…I never thought to tap into the knowledge of the ESL teacher! My district had a presenter at a recent district meeting who mentioned the importance in collaborating with the ESL teacher to gain more insight on the type of children that we encounter on our caseload. For example, ESL teachers (whether they speak the primary language of the children or not), may have exposure to students who have the same linguistic background as the ones on your caseload. For example, they can give you information regarding how a first grade student’s language ability is similar to his first grade peers within your school community.
I now have decided to not just include the ESL teacher’s input during assessments, but also when I am writing goals, quarterly progress notes, and conducting annual IEP meetings. They are a valuable resource since they are the other professional in the building that you can discuss second language acquisition skills with as well as the impact on academics!
Have you interacted with your ESL teachers lately? Let me know how in the comments!
So, I LOVE incorporating books into my lessons because of the tremendous amount of value they have in facilitating language and articulation during therapy. This school year, I began using wordless picture books with my students–why I waited so long…I do not know?! Wordless picture books take things to another level, especially for English Language Learners (ELLs) because there are.no.words! So it may seem a bit strange for someone unfamiliar with the benefit of wordless picture books to be inclined to ask, “Why use books with no words to teach language?”
Great question! I use them because with them, students can create their own stories in their own words–with respect to their cultural background as well as dialect. This gives me a window into the student’s ability (or lack thereof) to tap into background knowledge, vocabulary, inferencing, syntax and so much more! They are also great as part of your dynamic assessment toolkit; but more on that another day.
An article I found in preparation for this post is a really neat oldie but goodie by Flately & Rutland (1986). The title is: Using wordless picture books to teach linguistically/culturally different students. Its focus is on how to teach reading with the use of picture books, with some awesome strategies that I look forward to implementing with my non ELL students as well!
As I mentioned, I began using wordless picture books in therapy quite recently (better late than never, right?) and below are the ones I have used and ones that are on my list to use soon. Do you have any favorites?
Pancakes for Breakfast – Tomie dePaola
Good Night, Gorilla – Peggy Rathmann
Chalk – Bill Thomson
A Boy, A Dog, and a Frog – Mercer Mayer
Bee and Bird – Craig Frazier
Trainstop – Barbara Lehman
reference: Flately, K. & Rutland, A.D., (1986). Using wordless picture books to teach linguistically/culturally different students. The Reading Teacher, 40(3), 276-281.