Language and literacy assessments in first grade

[Pascale Engel]

Dear Lulu,

I am currently leading a large international study involving 6, 7 and 8 year
olds from Brazil (from impoverished and enriched backgrounds), Luxembourg,
Portugal, and Germany. Some of the children are bilinguals and come from a
range of backgrounds (e.g. immigrants...). We opted for the following
language tests:
- EOWPVT
- The PPVT-4
- The TROG (Test for reception of grammar)

We adapted all these measures into the different languages and they seem to
work quite well for the Brazilian sample. We are also thinking of including
the ERRNI (Bishop) in a later stage of the project.

Kind regards,

---------------------------------------
Pascale Engel de Abreu - PhD

Postdoctoral Research Fellow
University of Luxembourg - EMACS
B.P.2 L-7201 Walferdange
G.D. de Luxembourg






On 19 August 2010 18:11, Lulu Song <lulusong at gmail.com> wrote:

> Dear colleagues,
>
> We are currently preparing our 6th-year protocol for a longitudinal
> study of ethnic minority urban children and looking for suggestions on
> first-grade language and/or literacy assessments.
>
> The participants are African American, Dominican, Mexican and Chinese
> children born in the US and followed since birth. The 6th-year wave
> will take place roughly after the children have spent one semester in
> first grade. Children and their mothers will be invited to our lab for
> a 2-hour visit, of which 20-30 minutes will be allotted for language
> and literacy tests of the children. All assessments will be conducted
> by bilingual research assistants who can speak both English and the
> child's native language.
>
> In the past waves, we have used the MCDI, Mullen, EOWPVT (Expressive
> One-Word Picture Vocabulary Test) and Woodcock Johnson's subtests of
> Letter-word Identification and Passage Comprehension. We are looking
> for measures of children's language and literacy skills in first grade
> as outcome variables.
>
> We would really appreciate if you have any suggestions on which areas
> we should consider assessing and what instruments we might use (in our
> limited time frame).
>
> Thank you very much!
>
> Best regards,
> Lulu Song
>
> --
> 宋露露 Lulu Song, Ph.D.
> Postdoctoral Fellow
> New York University
> The Center for Research on Culture, Development, and Education
> 246 Greene Street 517E
> New York, NY 10003
> Phone: 212-998-5822  Fax: 212-995-3918
> Web page: https://files.nyu.edu/ls166/public/
>
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