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English Language Learners Part 4: Dynamic Assessment & Evaluation

presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP

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Disclosure Statement:

Financial: Celeste Roseberry-McKibbin receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Celeste Roseberry-McKibbin has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Accreditation Check:

Extensive research with multiple linguistically diverse populations is explained to support the use of the information processing/working memory skills assessment tasks. Utilization of dynamic assessment is explained, especially as it pertains to use of Response to Intervention (RtI) techniques with ELLs who are struggling academically. A comprehensive checklist for a thorough and well-rounded assessment of ELLs is provided.

Meet Your Instructor

Celeste Roseberry-McKibbin, PhD, CCC-SLP

Celeste Roseberry-McKibbin received her PhD from Northwestern University. She is a Professor of Speech Pathology and Audiology at California State University, Sacramento. Dr. Roseberry is also currently a part-time itinerant speech pathologist in San Juan Unified School District where she provides direct services to students from preschool through high school. She has worked in educational…

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Chapters & Learning Objectives

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1. Assessment of Language Processing Capacity

Multiple research studies with children from varied linguistic backgrounds are summarized as a scientific foundation for the use of information processing/working memory measures to distinguish language difference from underlying language.

2. Dynamic Assessment

In Chapter 2, dynamic assessment is defined. Response to Intervention (RtI), which utilizes principles of dynamic assessment, is discussed and specific examples are given of how to utilize RtI with struggling ELLs to differentiate language difference from language impairment.

3. Checklist—ELL Student Assessment

Chapter 3 provides a reproducible assessment checklist to guide the reader in carrying out a comprehensive and thorough assessment of an ELL with potential language impairment. Specific examples of student work (as they pertain to the checklist) are shown, with explanations about how to interpret these work samples in terms of the diagnosis of an underlying language impairment in an ELL student.

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