10. Assessment of bilingual proficiency

Verhoeven, Ludo

doi:10.1075/z.62.14ver

Cited by 2 publications

(1 citation statement)

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“…To assess auditory perception abilities, the Auditory Discrimination Task from the standardized Dutch Language Proficiency Test was administrated (Verhoeven & Vermeer 2001). In this task, the child was presented with minimally differing word pairs and had to indicate whether the words in a pair sounded alike.…”

Section: Auditory Perceptionmentioning

confidence: 99%

Foundations of phonological awareness in pre‐school children with cerebral palsy: the impact of intellectual disability

Peeters

Balkom

Moor

2007

J intellect Disabil Res

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The results of this study indicate that general intelligence and speech ability (i.e. pseudoword articulation) can be seen as important facilitators of emergent phonological awareness in children with CP. These findings support the role of intelligence in the emergence of phonological awareness in children with CP. Children with CP with intellectual disabilities seem to have a disadvantage in acquiring phonological awareness, especially when their speech abilities are also impaired. However, general intelligence is not enough to predict phonological awareness as other foundation measures are also important for phonological awareness independent of general intelligence.

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Section: Auditory Perceptionmentioning

confidence: 99%

Foundations of phonological awareness in pre‐school children with cerebral palsy: the impact of intellectual disability

Peeters

Balkom

Moor

2007

J intellect Disabil Res

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Naturalistic Language Assessment of LEP Students in Classroom Interactions

Gómez

Parker

Lara‐Alecio

et al. 1996

Bilingual Research Journal

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The purpose of this study was to assess language competence of second language learners through observing natural interactions in transitional bilingual classrooms. We first developed an instrument in accordance with current second language acquisition theory, and obtained inter-rater reliability on observation categories. We then piloted the instrument in six Grade 5 bilingual classrooms, targeting the social language of 24 individual students. Each student was observed for a total of 12 hours, during twenty-four 30-minute sessions, over a four-week period. Resulting data were examined for measurement stability over time, criterion-related validity, and construct validity evidence (through item clustering). We also discuss the efficiency and utility of the overall naturalistic language observation procedure.

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10. Assessment of bilingual proficiency

Cited by 2 publications

References 0 publications

Foundations of phonological awareness in pre‐school children with cerebral palsy: the impact of intellectual disability

Foundations of phonological awareness in pre‐school children with cerebral palsy: the impact of intellectual disability

Naturalistic Language Assessment of LEP Students in Classroom Interactions

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