Kindergarten Language Screening Test, Second Edition (KLST-2)
Publisher: PRO-ED, Inc.
Published date: 1998
Purpose: The purpose of the Kindergarten Language Screening Test, Second Edition, therefore after referred to as KLST-2, is to aide in the identification of students whom need further evaluation to conclusively determine if the student in question does or does not have deficits in regards to language, which conversely could affect their academic performance.
Materials required: In order to administer the KLST-2 one must first acquire the complete KLST-2 test kit. The KLST-2 test kit includes an examiners manual, 50 profile/examiner record forms, picture book and three picture cards.
Alternate forms: There are no alternate forms of this assessment available.
ADMINISTRATION INFORMATION
Age ranges: The KLST-2 is intended for individuals three (3) years
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Neither standard error of measurement nor confidence intervals were reported.
Reliability: In regards to the KLST-2, test retest was able to provide support for the reliability of the assessment. In four separate tests retest studies, with approximately one to four weeks between each retest the estimate of reliability coefficient was noted as between .83 to .98.
Validity: Criterion-related validity is reported for the KLST-2. Scores yielded from the KLST-2 were compared to scores on three similar, well established assessments measuring language: the Preschool Language Scale-3, the Test of Language Development-Primary, 3rd Edition, and the Clinical Evaluation of Language Fundamentals-Preschool. Despite no coefficients given, it however, should be noted that in regards to all three assessments correlation was found to be either moderate to high positive correlation in regards to the KLST-2. Also notable, is that despite lack of information given, the publisher’s webpage notes that predictive validity is high for this
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
The bassinet is designed for infants from newborn to six months or until they can lift, pull or push themselves up or 18 pounds.
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive test of academic achievement (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individually administered test of achievement intended for use with examinees ages 4 through 25 years, or those in grades Pre-Kindergarten (PK) through 12 and above. The KTEA-3 is based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language. It was designed to support clinicians utilizing a Cattell-Horn-Carroll (CHC) or Information Processing theoretical approach to assessment and detailed information regarding the structure
Serra, C. (2007). Assessing CLIL at Primary School: A Longitudinal Study. International Journal of Bilingual Education and Bilingualism, 10(5), 582-602. http://dx.doi.org/10.2167/beb461.0
K.L. has done great with the DDST test. She has fell in normal range for each category. She able to perform each task I asked her within her age range and even some beyond that that completely amazed me, given her age. She needs some work on her language but I feel that that will come in time. Her mother is going to work with her on that and see if she can get that improved and we might try this test again someday. K.L. is your normal happy, funny, go-lucky two year old. I cannot wait to see her grow up and watch all of the changes that I know will blow her mother and I away!
The nurse must take five minutes at most to complete the MSAAT and has to make sure everything is complete for accurate
CLOSE UP CHAPTER ONE. Sociocultural knowledge and experience is very important to kidwatchers this is when they can go and observe and see how other children interact with each other. Theories show that language develops with the help of sociocultural practice. When they are practicing daily languages and literacy they are developing cultural knowledge. Over the years of the childhood they gain a range of social practices. Each child learns differently and it is important to the teachers to see how they learn so they can connect with them. Evaluation involves understanding and making sure children are understanding the use of literacy and language. The example above is a social-context approach. Language and identity are very important to kidwatchers. Understanding language and how that applies to children is very important to teachers. They have to be able to evaluate their students and see where they are lacking skills so they can teach them where they need
18-22 months a two-word stage. 22-36 months the child is learning word modifications and rules for sentences. Age 3-7 or 8 years old mastering ASL
In conclusion, it seems more reasonable and accurate for me to assess the child in all areas, and to build on each of the child’s skill to help them learn. Also, I found useful the implementation of reinforces, it seems to be fair for me that the child is able to do something that he enjoys throughout the learning process. The parents get the satisfaction of seeing their child’s language improvement and the children get motivated by doing something he/she likes because even for kids with no disorders or developmental delays the process of learning is somehow tiresome.
Klara’s biosocial development is appropriate for her age. Gross motor development, balance, fine motor skills, personal care routines, and personal safety were reviewed in accordance to the DRDP.
In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s be placed in special education from day one. It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s. Teachers also find it difficult, due to lack of training, having ELL’s with learning disabilities in their classrooms. More teachers would find their selves comfortable if they had training in dealing with ELL’s and ELL’s with learning disabilities. This paper discusses the issues and the concerns teachers have in dealing with ELLs and ELLs with disabilities, the challenges of identifying individuals with learning disabilities, and what type of assessments classify English Language Learners as having a learning disability.
The first assessment can take up to three hours but is charged as a one hour session. The hourly rate is $140.
3. What are the sensitivity and specificity of this set of measures for detecting language impairment and for avoiding misidentifications of African American children who are typically
Toddlers are the epitome of curiosity and energy. From ages 1 – 3, toddlers are always on the go and want to learn about everything in their world. As with infants, no two are alike; each toddler is unique in his or her developmental stages, and each accomplishes milestones at different times. “Although children develop at different rates, there are common stages of development that serve as guidelines for what most children can do by a certain age” (Groark, McCarthy & Kirk, 2014). As seen in the hatfieldmomof3 (2011) video, one observes toddlers at play and can determine the age of the toddlers by their actions and the milestones they have accomplished.
Language development sees primary school aged children gradually widen their vocabulary, and begin to understand more complex sentences and complicated languages. They advance from knowing how to read and understand more then one to two sentences