assessing l2 children who may be at risk for a …...risk groups: grades 1–3 risk groups: grades...
TRANSCRIPT
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© 2015 Dr. Esther Geva All Rights Reserved
Assessing L2 children who may be at risk for a learning disability – An overview of research findings and their implications
1
Professor Esther Geva, Ph.D., C. Psych.
University of Toronto
http://www.oise.utoronto.ca/gevalab/Research/Projects.html
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Research Agenda
� Clinical, assessment, and instructional issues related to: � Over-identification (Cummins, 1991) � Under-identification (Limbos & Geva, 2001)
� The challenge: � How do we tease apart L2 status from a possible
learning disability?
3
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Strategies Guiding My Research on Language and Literacy in ELs
4
Describe normal development
Examine universal/typology specific language and literacy
Study factors that explain development (typology, cognition, context…)
How can we identify reliably L2 learners who may be also LD?
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A complex view of L2 reading comprehension
© Geva & Wiener, Springer, 2015
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What Do the Data Show About Typical Development of Reading in ELs?
� Longitudinal Design
� Cross-sequential (4 cohorts)
� A large task battery administered annually q Each cohort tracked from Grade 1 to Grade 6 q 13 schools across 4 boards of education in a large metropolis
� mixed catchment area � first generation immigrants � communities average poverty incidence = 23% � income below median for the metropolis
6
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Test Battery
Cognitive/ Linguistic • non-verbal ability • rapid naming (letters) • phonological awareness • memory • auditory discrimination
Oral Language • vocabulary
• breadth • depth, academic
• grammar • listening comprehension
Word Level
• pseudoword decoding • word recognition • word fluency • spelling
Text Level • reading comprehension • text fluency • story writing
7
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The Sample
§ Home languages spoken in the EL group: Punjabi, Tamil, Urdu, Cantonese, Portuguese, Spanish
8
Groups N Female Male Mean Age in Grade 4
EL 427 213 206 116.12
EL1 158 93 64 118.97
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Receptive Vocabulary (PPVT): Average Growth Trajectories in EL and EL1
9
Grade1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 37.40
57.68
77.96
98.25
118.53
Growth from Grade 1 to Grade 6
Voca
bula
ry
EL1
ESL
Persistent EL1-EL Difference
(Farnia & Geva, 2011)
EL1 Slope/Rate of Growth
EL Slope (steeper in early years)
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Basic Reading Skills: Average Growth Trajectories in EL and EL1
-45.00 -25.94 -6.88 12.18 31.2415.00
21.04
27.08
33.12
39.16
Growth from Grade 1 to Grade 6
Wor
d R
ecog
niti
on
EL1ELL
-45.00 -25.94 -6.88 12.18 31.240.15
8.52
16.89
25.26
33.63
Growth from Grade 1 to Grade 6
Dec
odin
g
EL1ELL
10
Source: Geva & Farnia, LARCIC, 2009
Development of Word Recognition Skills
Development of Decoding Skills
Wor
d Re
cogn
itio
n
Dec
odin
g
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1.00
1.38
1.77
2.15
2.53
Rap
id N
amin
g
-45.00 -25.94 -6.88 12.18 31.24
Growth from Grade 1 to Grade 6
EL1ELL
Rapid Letter Naming (RAN): Average Growth Trajectories in EL1 and EL
11
Growth From Grade 1 to Grade 6
Rapi
d N
amin
g
Source: Geva & Farnia, LARCIC, 2009
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-45.00 -25.94 -6.88 12.18 31.244.10
7.30
10.50
13.71
16.91
Growth from Grade 1 to Greade 6
Phon
olog
ical
Aw
aren
ess
EL1ELL
Phonological Awareness: Average Growth Trajectories in EL1 and EL
12
Growth From Grade 1 to Grade 6
Phon
olog
ical
Aw
aren
ess
No EL-EL1 difference
Source: Geva & Farnia, LARCIC, 2009
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Grade 1
Grade 6
Relationship between Phonological Awareness and Word Reading Skills
13
0 10 20
Grade 1 Phonological Awareness
10
20
30
Gra
de 1
Wor
d Re
cogn
ition
b
b
b
b
b
b
b
bbb
bb bb
bbb
b
bb
b
b
b
b
b
b
b
b
b
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b b
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bbb
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b bb
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b b
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b bb
b
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b
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b
b
b
10 15 20 25
Grade 6 Phonological Awareness
30
40
50
Gra
de 6
Wor
d Re
cogn
ition
b
b
b
b
b
b
b
bb
bbb
b
bb
b
b
b
b
b
b
b
b
b
bb
b b
bb
b
b
b
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b
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X = EL1 X = ESL
No EL-EL1 differences
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© 2015 Dr. Esther Geva All Rights Reserved
Vocabulary - Strong Predictor of Reading Comprehension in Monolinguals and ELs
75 100 125 150
Grade 6 Vocabualry
400
500
600
700
Gra
de 6
Rea
ding
Com
preh
ensi
on
b
b
b
b
b
b
b
b
b
b
b
b
b
b
bb
b
b
b
bb
b
b
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bb bbb
b
14
X = EL1 X = ESL
Source: Geva & Farnia, LARCIC, 2009
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-32.00 -22.10 -12.20 -2.30 7.60454.0
466.3
478.7
491.1
503.5
Growth from Grade 4 to Grade 6
Rea
ding
Com
preh
ensi
on
EL1ELL
Reading Comprehension*- Average Growth Trajectories in EL and EL1
15 Source: Farnia & Geva, J of Res in Reading, 2013
*Gates-MacGinitie Reading Test-ESS
Persistent EL-EL1 difference
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Summary of Developmental Trends: EL1 vs. EL
16
Farnia & Geva, 2013
Skills EL vs. EL1
Rapid naming =
Phonological awareness =
Word reading =
Vocabulary <
Reading comprehension <
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� Correlation between L1 and L2 skills (universal perspective)
� Effects of specific L1 features on L2 features (positive/negative)
Ways of examining “transfer” of skills between L1 and L2
17 Geva, E. Written Language & Literacy, 2014
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English Predictors (Senior Kindergarten) GR 1 FRENCH:
Vocab Letter
ID
Ltr-
Sound
Phono
Aware
Blend
Snd
Snd
Match
RAN
Word Reading
.25* .51** .55** .63** .45** .49** -.49**
Story Reading
.22 .61** .53** .50** .44** .48** -.35**
Correlations Among English (L1) Predictors (Fall SK) and French Reading a Year Later (Grade 1)
18
(Endler, M., PhD. 2007)
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� Word Reading and Spelling (focus for today)
� Reading Fluency
� Reading Comprehension
� Written Expression
� Mathematics Calculations
Research on ELs Who Might Have Learning Disabilities in the Following Areas:
19
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� Pseudoword Auditory Discrimination Task � 17 Pseudoword pairs � keathe-keev � thop-zop � bish-biss � shen-sen
Auditory Discrimination: Developing Sensitivity to New Phonemes
20
“Did I say the same thing?”
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Development of Auditory Discrimination: At- Risk for Dyslexia vs. No-Risk
21
Over time L1-EL differences disappear but reading group differences persist
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Profiles of At-Risk and Not At-Risk EL1 and ELL (end of Grade 2)
22
-2-1.5
-1-0.5
00.5
11.5
Non-verbal
Expr Vocab
Phono Aware
Rapidnaming
Word G1Spr
WordG2Fall
WordG2Spr
EL1-NAESL-NAEL1-ARESL-AR
Geva, Yaghoub-Zadeh & Schuster, Annals of Dyslexia, 2000
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� In Grade 1, Punjabi and Portuguese groups had lower scores, however, their growth was steeper over time.
� From Grades 4 to 6, home language was not a predictor of initial status or growth.
Spelling Growth by Language Group
23
0 10 20 30 40 50 60 70 80
Grade 1 Grade 2 Grade 3
Spel
ling
Language Group - Grades 1-3
English Tamil Punjabi Portuguese
0
5
10
15
20
Grade 4 Grade 5 Grade 6
Spel
ling
Language Group - Grades 4-6
English Tamil Punjabi Portuguese
Geva & Lafrance, 2011
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� Phonological Processing (PP) Risk Status:
� Below 25%ile on either PA, RAN, or both in Grade 1 (PA-risk, RAN-risk, Double Deficit-DD, Typically Developing)
Phonological Processing Sub-Groups
24
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Risk Groups: Grades 1–3
Risk Groups: Grades 4–6
Spelling Growth by PP Risk Group
25
0
15
30
45
60
75
Gr. 1 Gr. 2 Gr. 3
Spel
ling
Low risk
PA-risk
RAN-risk
DD
§ Initially, all risk groups had lower scores than the No Risk group. § L2 status not a good predictor but Phonological Processing (PP) risk status
is.
0
5
10
15
20
Gr. 4 Gr. 5 Gr. 6 Sp
ellin
g
Low risk
PA-risk
RAN-risk
DD
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What Predicts Longitudinally Gr. 6 Spelling?
Variables Gr. 1 Gr. 2 Gr. 3 EL1 / ELL EL1 / ELL EL1 / ELL
SES risk status NV Reasoning X Vocabulary X Verbal Memory PA X X X X RAN X X X X X X
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ELL- RD
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ELL- Typical Reader
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� The overall profiles ELs and EL1s who have a learning disability are similar (in spite of differences in language proficiency)
� Like monolinguals, ELs with persistent difficulties in word level skills have difficulties with: � processing factors (e.g., phonological awareness, RAN,
memory, auditory discrimination) � accurate and fluent word reading and spelling � these difficulties impact reading comprehension & writing
What Have We Learned?
29
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� Be mindful of current norms
� Compare relevant performance to reference group
� What IS the relevant reference group?
� Consider developmental patterns
� Consider transfer from the L1(correlational; positive & negative)
� Assess evidence based known predictors
� Expect same % of EL1 and EL with LD (systemic over- and under-identification are problematic)
Food for Thought
30
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http://www.springerpub.com/psychological-assessment-of-culturally-and-linguistically-diverse-children-and-adolescents.html
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Acknowledgments Funding Support
� Social Sciences and Humanities Research Council of Canada
� Transfer Grants - Ontario Ministry of Education
� Canadian Language and Literacy Research Network (CLLRNet)
� University of Toronto
Former/Current Students � Mahshid Azimi
� Todd Cunningham
� Dana Shafman (David)
� Fataneh Farnia
� Maureen Jean
� Emiko Koyama
� Adele Lafrance
� Kate Ndlovu (Herbert)
� Gloria Ramirez
� Barbara Schuster
� Zohreh Yaghoub-Zadeh
� Lesly Wade-Woolley
� Min Wang
32
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Thank You.