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:15123-94892775097146896e2390e523513119@events.la.psu.edu DTSTAMP:20260503T175006Z DTSTART;TZID=America/New_York:20250404T090000 DTEND;TZID=America/New_York:20250404T103000 SUMMARY:“Reaching All Students: Accurate Measurement of Language Ability in the School-Age Years” with Alison Hendricks DESCRIPTION:\nAbstract: While typically-developing children learn langua ge with remarkable ease\, 7-9% of children have Developmental Language D isorder (DLD) and experience significant difficulty in understanding and producing language (Tomblin et al.\, 1997). DLD is described as a “Hidd en Disorder” as children’s difficulty with language is not always obviou s (McGregor\, 2020)\; even parents and teachers may not notice language difficulties or ascribe them to factors such as attention (Adlof et al.\ , 2017\; Hendricks et al.\, 2019). DLD is a life-long condition with lon g-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 children from minoritized backgrounds\, due to linguistic bias in test making and societal biases against non-mainstream dialects . Many language assessments draw on research from General American Engli sh (GAE) and may penalize students for grammatical uses of dialects such as African American English (AAE). For example\, omission of morphosynt actic markers\, such as regular past tense -ed\, is an indicator of DLD among children who speak GAE. However\, zero-marking of past tense is gr ammatical in AAE and therefore diagnostic assessments which include thes e markers may not accurately measure students’ skills (Seymour et al.\, 1998). In this talk\, Alison Hendricks will discuss the impact of lingui stic variation on the identification of DLD\, examine ways to improve th e identification of DLD for children from minoritized backgrounds\, and present new research on measuring growth in language comprehension acros s the primary grades.\n\nFor more details: https://events.la.psu.edu/eve nt/hendricks/ X-ALT-DESC;FMTTYPE=text/html:

Abstract: While typically-developing children learn language with remarkable ease, 7-9% of children have Developmental Language Disorder (DLD) and experience s ignificant difficulty in understanding and producing language (Tomblin e t al., 1997). DLD is described as a “Hidden Disorder” as children’s diff iculty with language is not always obvious (McGregor, 2020); even parent s and teachers may not notice language difficulties or ascribe them to f actors such as attention (Adlof et al., 2017; Hendricks et al., 2019). D LD is a life-long condition with long-term social, academic, and economi c impacts. Many students with DLD do not receive academic support and st ruggle across the curriculum (Duff et al., 2019). The difficulty of accu rate identification is even more pronounced for children from minoritize d backgrounds, due to linguistic bias in test making and societal biases against non-mainstream dialects. Many language assessments draw on rese arch from General American English (GAE) and may penalize students for g rammatical uses of dialects such as African American English (AAE). For example, omission of morphosyntactic markers, such as regular past tense -ed, is an indicator of DLD among children who speak GAE. However, zero -marking of past tense is grammatical in AAE and therefore diagnostic as sessments which include these markers may not accurately measure student s’ skills (Seymour et al., 1998). In this talk, Alison Hendricks will di scuss the impact of linguistic variation on the identification of DLD, e xamine ways to improve the identification of DLD for children from minor itized backgrounds, and present new research on measuring growth in lang uage comprehension across the primary grades.

For more details: https://events.la.psu .edu/event/hendricks/

URL:https://cls.la.psu.edu/news-events/cls-speaker-series/ LOCATION:Foster Auditorium, 102 Paterno Library END:VEVENT END:VCALENDAR