BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:16746-94892775097146896e2390e523513119@events.la.psu.edu DTSTAMP:20260412T064155Z DTSTART;TZID=America/New_York:20250404T090000 DTEND;TZID=America/New_York:20250404T103000 SUMMARY:Alison Hendricks, University of Buffalo DESCRIPTION:“Reaching All Students: Accurate Measurement of Language Abi lity in the School-Age Years”\n\nWhile typically-developing children lea rn language with remarkable ease\, 7–9 percent of children have Developm ental Language Disorder (DLD) and experience significant difficulty in u nderstanding and producing language (Tomblin et al.\, 1997). DLD is desc ribed as a “Hidden Disorder” as children’s difficulty with language is n ot always obvious (McGregor\, 2020)\; even parents and teachers may not notice language difficulties or ascribe them to factors such as attentio n (Adlof et al.\, 2017\; Hendricks et al.\, 2019). DLD is a life-long co ndition with long-term social\, academic\, and economic impacts. Many st udents with DLD do not receive academic support and struggle across the curriculum (Duff et al.\, 2019). The difficulty of accurate identificati on is even more pronounced for children from minoritized backgrounds\, d ue to linguistic bias in test making and societal biases against non-mai nstream dialects. Many language assessments draw on research from Genera l American English (GAE) and may penalize students for grammatical uses of dialects such as African American English (AAE). For example\, omissi on of morphosyntactic markers\, such as regular past tense -ed\, is an i ndicator of DLD among children who speak GAE. However\, zero-marking of past tense is grammatical in AAE and therefore diagnostic assessments wh ich include these markers may not accurately measure students’ skills (S eymour et al.\, 1998). In this talk\, Alison Hendricks will discuss the impact of linguistic variation on the identification of DLD\, examine wa ys to improve the identification of DLD for children from minoritized ba ckgrounds\, and present new research on measuring growth in language com prehension across the primary grades.\n\nFor more details: https://event s.la.psu.edu/event/dr-alison-hendricks-university-of-buffalo/ X-ALT-DESC;FMTTYPE=text/html:

“Reaching All Students: Accurate Measurement of Language Ability in the School-Age Yea rs”

While typically-developing children learn language with remar kable ease, 7–9 percent of children have Developmental Language Disorder (DLD) and experience significant difficulty in understanding and produc ing language (Tomblin et al., 1997). DLD is described as a “Hidden Disor der” as children’s difficulty with language is not always obvious (McGre gor, 2020); even parents and teachers may not notice language difficulti es or ascribe them to factors such as attention (Adlof et al., 2017; Hen dricks et al., 2019). DLD is a life-long condition with long-term social , academic, and economic impacts. Many students with DLD do not receive academic support and struggle across the curriculum (Duff et al., 2019). The difficulty of accurate identification is even more pronounced for c hildren from minoritized backgrounds, due to linguistic bias in test mak ing and societal biases against non-mainstream dialects. Many language a ssessments draw on research from General American English (GAE) and may penalize students for grammatical uses of dialects such as African Ameri can English (AAE). For example, omission of morphosyntactic markers, suc h as regular past tense -ed, is an indicator of DLD among children who s peak GAE. However, zero-marking of past tense is grammatical in AAE and therefore diagnostic assessments which include these markers may not acc urately measure students’ skills (Seymour et al., 1998). In this talk, A lison Hendricks will discuss the impact of linguistic variation on the i dentification of DLD, examine ways to improve the identification of DLD for children from minoritized backgrounds, and present new research on m easuring growth in language comprehension across the primary grades.

For more details: https://events.la.psu.edu/event/dr-ali son-hendricks-university-of-buffalo/

LOCATION:102 Foster Auditorium, Paterno Library END:VEVENT END:VCALENDAR