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Language Screening of Pre-School Bilingual (Spanish-English) Children
Presented by Aquiles Iglesias, Ph.D., CCC-SLP, University of Delaware; Jill de Villiers, Ph.D., Smith College; Roberta Michnick Golinkoff, Ph.D., University of Delaware
Take Home Messages
- Language screening is an important first step in identifying children at risk for developing language disorders.
- Screeners must assess both product (what the child has learned) and process (child's ability to learn language).
- Language screeners should provide practitioners and parents information on typical development (TD) children's strengths and needs.
- Ideally, screeners should not require specialized training, should be automatically scored, and produce output that is easily interpreted by parents and teachers.
Principles Guiding Development of the QUILS:ES
| Principle |
| Capture child’s overall language skills—regardless of language |
| Dialect neutral assessment that captures multiple domains of language and language learning |
| Reduce burden on administrator minimize training/expertise/language fluency of administrator |
| Provide useful information to examiners, teachers, and parents |
| Action |
| Assess in Spanish and English; score assessment to capture strengths and needs, regardless of language |
| Assess product (what the child knows—vocabulary and grammar) and process (ability to learn language) |
| Sensitive to cultural and linguistic variations; animation of some items |
| Assess receptive language; self-contained assessment stimuli/speaker |
| Self-scoring; automatic report (examiner, teacher, parent) |
| Go beyond Pass/Fail; identify strengths and needs |
Framework of QUILS: ES
- A new kind of screener
- 15 minutes per section
- Dynamic events can be presented by animation
- Automatic narration and scoring
- Automatic reporting functions
- Does not need a professional to test
- Children like it!
Assessment of Linguistic Environment
- QUILS: ES Language Questionnaire
- Goal: Determine whether a child should be assessed with QUILS or QUILS: ES
- Adults and Siblings/Peers
Areas Assessed
- Vocabulary
- Syntax
- Process
Types of Language Components
| AREAS |
TYPES |
| Vocabulary |
Nouns |
|
Verbs |
|
Prepositions |
|
Conjunctions |
| Syntax |
Wh-Questions |
|
Past Tense |
|
Prepositional Phrases |
|
Embedded Clauses |
| Process |
Verb Learning |
|
Noun Learning |
|
Adjective Learning |
|
Converting Active to Passive |
Example Items
| ITEMS (Examples) |
| English |
| Fireworks |
| Who is leaning? |
| Firefighters are between cars. |
| Who cleaned while the baby slept? |
| How is the boy filling the washtub? |
| Where was the wheel? |
| Find the dog behind the black table. |
| What did Cowboy Bob tell Mia to do? |
| Find someone is ruling something to someone. |
| Can you show me another sab? |
| What else is dorbish? |
| Which one got lummed? |
Summary of QUILS: ES Interpretation
- Purpose: Screen children who need further assessment.
- Refer for further assessment if overall score is below 20% in any key areas: vocabulary, syntax, or process.
- Reports: Student Detailed Report, Student Brief report, Parent Report.
Report Example: Juanita Figueroa's Performance
| Type |
Area |
Student Answers |
| Max Scores |
|
Raw Scores |
| Eng. |
Span. |
Eng. |
| Wh-Questions |
Syntax |
3 |
| Past Tense |
Syntax |
4 |
| Prepositional Phrases |
Syntax |
4 |
| Embedded Clauses |
Syntax |
4 |
| Verb Learning |
Process |
4 |
| Noun Learning |
Process |
4 |
| Nouns |
Vocab |
4 |
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