Revista de Logopedia, Foniatría y Audiología
Introduction and objectives
Developing a language screener for Dual Language Learners presents numerous challenges. We discuss possible solutions for theoretical and methodological problems often encountered in the development of such a test and illustrate possible solutions using a newly developed language screener for Dual Language Learners.
Materials and methods
The process for developing, validating and norming the screener is also offered as a potential model for the development of other assessments for Dual Language Learners throughout the world. The twelve types of subtests are in three categories: Vocabulary, Syntax, and Process.
Results and conclusions
Results from the Tryout and Norming phase on 362 Dual Language Learners aged 3–5;11 years are presented, together with the results of item selection via IRT, validity, and reliability testing. The advantage of using Best Scores is highlighted as a useful measure to identify children who are at risk for language difficulties that will impact their academic success. Importantly, knowledge is found to be distributed across the languages.
Screener, Process, Distributed knowledge, Best scores, Pre-school, Dual language learners
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Licensed to Smith College and distributed CC-BY under the Smith College Faculty Open Access Policy.
de Villiers, Jill; Iglesias, Aquiles; Golinkoff, Roberta; Hirsh-Pasek, Kathy; Wilson, Mary Sweig; and Nandakumar, Ratna, "Assessing Dual Language Learners of Spanish and English: Development of the QUILS: ES" (2021). Philosophy: Faculty Publications, Smith College, Northampton, MA.