In this module, Stephanie Downey Toledo explores considerations for students who are bilingual in regards to reading development.
In this module, Stephanie Downey Toledo discusses reading comprehension as one of the five components of reading development
This module presents strategies to support the development of fluency in reading.
In this module Stephanie Downey Toledo discusses phonics as the second component to reading development.
In this video, Stephanie Downey Toledo discusses phonemic development as part of reading development.
In this video Stephanie Downey Toledo goes into the importance of SLPs in a schoolbase setting and the key role they play in literacy and reading development.
This module examines the implicit knowledge that proficient/native speakers have about their language through a linguistic task.
Parts of the CELF-5 can be used to probe for information and language samples, but its limitations prevent it from being used to identify disorder or disability.
(Hasson et al., 2013) Discriminating Disorder from Difference Using Dynamic Assessment with Bilingual Children
This study builds on recent evidence of the usefulness of dynamic assessment (DA) along with a mediated learning experience (MLE) and graduated prompting as a more appropriate method of determining the presence of language disorder (LD) in culturally and linguistically diverse (CLD) children.
The CELF-4 is a standardized test designed to assess the presence of a language disorder or delay in Spanish speaking children which should be used to probe for information and not to identify a disorder or disability.