Salvia, Ysseldyke & Bolt: Ch. 1 and 13
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Transcript Salvia, Ysseldyke & Bolt: Ch. 1 and 13
Diagnostic Assessment:
Salvia, Ysseldyke & Bolt: Ch. 1
and 13
Dr. Julie Esparza Brown
Sped 512/Fall 2010
Portland State University
What are two major expectations for
schools in the U.S.?
Excellence
Equity
Decisions Made from Assessments
Screening
Progress monitoring
Instructional planning and monitoring
Eligibility for special education
Program evaluation
Accountability decisions
Quote from Page 9
“Before a student may be declared eligible for
special education services, he or she must
be shown to be exceptional (have a
disability or a gift or talent) and to have
special learning needs.”
Gifted and Talented Education is NOT a
component of special education and does
not receive funding nor protection under
IDEIA.
Assess Instruction
Why is it important to assess the
learning environment before
assessing a student?
Is this important within an RTI
Framework?
Assessment is Broader than Testing
Testing is _____________.
Assessment includes:
Observations
Recollections (anecdotal information)
Tests
Professional judgment
Assessments Have Improved
Methods of test construction
Statistical analyses are better
We assess new skills and abilities based on
latest theories and research.
Assessment practices have broadened
beyond testing.
Advances in technology has helped to track
assessment data.
Federal laws have put a spotlight on
assessments.
Generally speaking, who does
language testing in schools?
Language
Language is defined as a code for a conveying ideas. It
includes the following components:
Phonology: hearing and production of speech sounds
Semantics: study of word meanings
Morphology: use of affixes to change the meaning of
words; verb tense
Syntax: word order to convey meaning
Pragmatics: social context in which a sentence occurs
Supralinguistics: second order analysis of meaning of
words or sentences (such as looking for sarcasm,
figurative language)
What is Communication?
“Communication is the process
participants use to exchange
information and ideas, needs and
desires” (Owens, 2005).
The following slides are taken from a presentation
by Dr. Shelly Chabon, PSU
Methods of Communication
Success communication requires:
A
A
A
A
sender of the message
receiver of the message
shared intent to communicate
shared means of communication
Kudor 2008
Language
“Language is a rule governed symbol
system for communicating meaning
through a shared code of arbitrary
symbols.”
Kudor, 2008
American Speech & Hearing
Association (ASHA) Definition of
Language
Language is a complex and dynamic system of conventional
symbols that is used in various modes for thought and
communication. Contemporary views of human
language hold that:
Language evolves within specific historical, social, and
cultural contexts;
Language, as rule-governed behavior, is described by at
least five parameters – phonologic, morphologic, syntactic,
semantic and pragmatic;
Language learning and use are determined by the
interaction of biological, cognitive, psychosocial, and
environmental factors;
Effective use of language for communication requires a
broad understanding of human interaction including such
associated factors as nonverbal cues, motivation, and
sociocultural roles.
Speech
Speech is the oral expression of
language.
The act of speaking is highly complex
It includes coordination of:
Respiration
Phonation
Resonation
Articulation
Think
Can you have language without
speech?
Can you have speech without
language?
Can you have communication without
language or speech?
The Components of Language
Form
Phonology
Syntax
Morphology
Content
Semantics
Use
Pragmatics skills
Language Form
Phonology:Rules that govern how
sounds are combined to form words &
phrases
Includes all sounds in a particular
language and the rules for combining
them
Phoneme
sound
Language Form: Two
Components of Grammar
Syntax
Organized rules specifying word order,
sentence organization & word relationships
Arrangement of words to form meaningful
sentences
A collection of rules that specify the order in
which words are combined to form
sentences in a particular langauge
Morphemes
Mean Length of Utterance (MLU)
Analyzing MLU in morphemes is one way to
analyze syntactic aspects of child’s syntax
Language Form
Morphology
Aspect of language concerned with rules
governing change in meaning
Includes rules by which words in a
language are pluralized or inflected
Language Form
Morpheme
Smallest unit of meaning
Cannot be subdivided further
Used to modify word structures to
change meaning
Two types of morphemes
Free
Bound
Language Content
Semantics
Rules governing the meaning or content
of words and word combinations
Semantic system
Includes our lexicon
Lexicon
One’s mental dictionary
Language Use
Pragmatics: Rules that govern language
use in social situations
Use of language in context or as a function
Where an utterance takes place
To whom the utterance is directed
What and who are present
Knowledge and use of appropriate flow of
language
Discourse and how utterances are related
Narrative and the logical sequence of events
Why Assess Oral and Written
Language?
Individuals need ability to converse
and express thoughts/feelings.
Language processes and skills
underlie subsequent development
Written and oral language tests are
administered for special education
eligibility as identified by IDEIA.
Tests for Assessing Written and
Oral Language
Test of Written Language – Fourth
Ediction (TOWL-4)
Test of Language Development:
Primary – Fourth Ediction (TOLD-P4)
Test of Language Development:
Intermediate – Fourth Edition (TOLDI:4)
Oral and Written Language Scales