IQ‐Achievement Discrepancy for Identification of Disabilities in Spanish‐speaking English Learners

Santi Kristi L.; Khalaf Shiva; Bunta Ferenc; Rojas Raúl; Francis David J.

摘要

Abstract >This article examines the validity of IQ‐achievement discrepancy and low achievement as criteria for the identification of disabilities in Spanish‐speaking English‐language learners (ELs) and the factors that moderate the validity of these approaches as bases for identification. While there has been a long history of examining the validity of different approaches to disability identification in monolinguals, there are no systematic approaches taken for ELs. Data from Grades 1 and 2 of a large longitudinal data set consisting of young Spanish‐speaking students attending schools in the United States were used to empirically examine criteria for disability identification among language minority children—one of the first large‐scale attempts. Findings indicated significant overidentification when the language of assessment was not matched to the language of the instruction, although the effects varied predictably over time and by language of instruction. Validation of classifications using measures external to the classification found that low achieving and discrepant children differ from typically developing children, and from one another in predictable ways based on differences in IQ. The study highlights the importance of taking into account the language of instruction and the severity of the cut‐off to reduce misidentification of typically developing children. </abstract> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> <div class="translation abstracttxt"> <span class="zhankaihshouqi fivelineshidden" id="abstract"> <span>机译：</span><Abstract Type =“Main”XML：Lang =“en”> <标题类型=“main”>抽象</ title> >本文研究了智商 - 成就差异和低成绩的有效性作为讲西班牙语英语学习者（els）中残疾的标准以及将这些方法的有效性适用于识别的基础的因素。虽然历史悠久的历史历史历史历史，但在单声道上审查了不同方法对残疾人识别的有效性，但ELS没有系统的方法。来自大型纵向数据集的等级1和2的数据包括在美国学校学校的年轻西班牙语学生组成的是凭证审查语言少数民族儿童的残疾鉴定标准 - 第一次大规模企图之一。当评估语言与指令语言不匹配时，调查结果表明了显着的过分避免，尽管效果随着时间的推移和语言而言，其效果可预测可预测。使用分类外部的措施验证分类，发现低成绩和差异的儿童因典型的发展儿童而异，以及基于智商差异的可预测方式。该研究突出了考虑到教学语言和截止的严重程度的重要性，以减少典型的发展中国家的误诊。</ p> </摘要> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> </div> <div class="record"> <h2 class="all_title" id="enpatent33" >著录项</h2> <ul> <li> <span class="lefttit">来源</span> <div style="width: 86%;vertical-align: text-top;display: inline-block;"> <a href='/journal-foreign-25882/'>《New directions for child and adolescent development》</a> <b style="margin: 0 2px;">|</b><span>2019年第2019期</span><b style="margin: 0 2px;">|</b><span>共33页</span> </div> </li> <li> <div class="author"> <span class="lefttit">作者</span> <p id="fAuthorthree" class="threelineshidden zhankaihshouqi"> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Santi Kristi L.&option=202" target="_blank" rel="nofollow">Santi Kristi L.;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Khalaf Shiva&option=202" target="_blank" rel="nofollow">Khalaf Shiva;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Bunta Ferenc&option=202" target="_blank" rel="nofollow">Bunta Ferenc;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Rojas Raúl&option=202" target="_blank" rel="nofollow">Rojas Raúl;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Francis David J.&option=202" target="_blank" rel="nofollow">Francis David J.;</a> </p> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zkzz" style="display: none;">展开▼</span> </div> </li> <li> <div style="display: flex;"> <span class="lefttit">作者单位</span> <div style="position: relative;margin-left: 3px;max-width: 639px;"> <div class="threelineshidden zhankaihshouqi" id="fOrgthree"> <p>University of Houston;</p> <p>University of Houston;</p> <p>University of Houston;</p> <p>University of Texas at Dallas;</p> <p>University of Houston;</p> </div> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zhdw" style="display: none;">展开▼</span> </div> </div> </li> <li > <span class="lefttit">收录信息</span> <span style="width: 86%;vertical-align: text-top;display: inline-block;"></span> </li> <li> <span class="lefttit">原文格式</span> <span>PDF</span> </li> <li> <span class="lefttit">正文语种</span> <span>eng</span> </li> <li> <span class="lefttit">中图分类</span> <span><a href="https://www.zhangqiaokeyan.com/clc/2307.html" title="儿童心理学">儿童心理学;</a><a href="https://www.zhangqiaokeyan.com/clc/2308.html" title="青少年心理学">青少年心理学;</a></span> </li> <li class="antistop"> <span class="lefttit">关键词</span> <p style="width: 86%;vertical-align: text-top;"> </p> </li> </ul> </div> </div> <div class="literature cardcommon"> <div class="similarity "> <h3 class="all_title" id="enpatent66">相似文献</h3> <div class="similaritytab clearfix"> <ul> <li class="active" >外文文献</li> <li >中文文献</li> <li >专利</li> </ul> </div> <div class="similarity_details"> <ul > <li> <div> <b>1. </b><a class="enjiyixqcontent" href="/journal-foreign-detail/0704023895790.html">IQ‐Achievement Discrepancy for Identification of Disabilities in Spanish‐speaking English Learners</a> <b>[J]</b> . <span> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Santi Kristi L.&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">Santi Kristi 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