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?
So I know I’ve mentioned Dynamic Assessment (DA) in past posts, but today is the day we will begin the discussion! I want to first say that I planned on just writing about it, but I’m a multi-sensory learner, so I really learned how to use this approach through…YOUTUBE! Yes, Youtube can be a great resource for learning many things :-).
I happened to find this series of instructional videos on DA last year and have been able to create and implement this with my students with success! Dr. Cate Crowley, founder and director of the LEADERSproject, is the instructor in the videos. To learn more about The LEADERSproject and her work click here.
You can also hear her description and examples of Dynamic Assessment in this short 11 minute Youtube video.
I took a picture of the tools that I created/collected for my DA tool kit after watching a series of Dr. Crowley’s videos. My tool kit includes: 1) Pictures for the fast mapping task and a “basket” to put them in 2) List of nonsense words for the nonword repetition task 3a) A wordless picture book “Chalk” by Bill Thomson, 3b) A simple book “Me Gusta Mi Sombra” by Hans Wilhem, that I read and then discuss (in Spanish) with my students.
Tomorrow I will post about two of the three tools in my DA tool kit. I will also post the videos by Dr. Crowley, that show you step by step how to implement the tasks using the tools.
Have you heard of Dr. Crowley and her work? Have you used any of the tools within my DA kit with your students? Tell me about it in the comments!