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Summary on Identifiers of Language Impairment for Spanish–English Dual Language Learners

Summary on Identifiers of Language Impairment for Spanish–English Dual Language Learners

A Critical Thinking Template for Analyzing the Logic of an Article

The authors felt it was essential to conduct this study and write this article because of the need to distinguish the differentiation of Spanish-English language standardized assessments. As the authors posit, Hispanic learners tend to grow in population from the third grade and are significantly underrepresented at the kindergarten level. This lack of proportional balance highlights the likelihood of inappropriate assessments used to determine a learner’s eligibility for special education or other related services. In addition, the utilization of inefficient samples that fail to consider the child’s cultural and lingual background motivated the study as well (Lazewnik, Craighead, & Smith, 2019).

This article’s primary purpose, or study, was to establish whether the current standardized assessments differentiate Hispanic English learners with language impairments from those who possess specific language knowledge. Do you need urgent assignment help ? Get in touch with us at eminencepapers.com.

The key questions the author is addressing include the reasons for the disproportionate populations of Hispanic English learners in advanced grades, the accuracy of current assessment tools, and the inconsistencies of the assessment practices.

The method used to answer their key questions was parent interviews. Parent interviews provided information on the language skills and family history regarding the speech issues. The interview has 50 questions. The number of learners who were involved in the process is 30, aged 4 to 5 years. The other methods included dynamic assessments, Clinical Evaluations of Language Fundamentals Preschool-Second Edition, BESA Morphosyntax and Semantic Subtests, and MLUs (Lazewnik, Craighead, & Smith, 2019).

The most critical information in this article is that the subtests effectively measure language impairments. However, greater accuracy is required when using these tests.

The main inference/conclusion in this article are the need to improve the current subtests to obtain greater accuracy when identifying language impairments (Lazewnik, Craighead, & Smith, 2019).

If we take this line of reasoning seriously, the implications are a better assessment of Hispanic English learners with language impairments and better placement, which improves their language acquisition skills.

References

Lazewnik, R., Creaghead, N. A., & Smith, A. B. (2019). Identifiers of Language Impairment for Spanish–English Dual Language Learners. Language, Speech, and Hearing Services in Schools, 50, 126-137.

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Question 


please read and summarize the pdf labeled “identifiers of language impairment for Spanish English dual language learners” then write a 1-page summary using the critical thinking template,

Summary on Identifiers of Language Impairment for Spanish–English Dual Language Learners

Summary on Identifiers of Language Impairment for Spanish–English Dual Language Learners

it is located in the final exam extra credit document attached. please let me know if you have any questions thank you

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