8084 MOD 6 DISCUSSION
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Brionna Boyd
RE: Group A Discussion - Module 3
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Hello Everyone,
In this week’s reading we learned about measures that guide the types of data collection. Measures of effort can track progress, and specific details on how activities were planned. Measures of effect look at changes in knowledge or behavior after this activity was implemented. Were there negative and positive effects from the activity and if there was a change overtime are considered. Teacher Rating of Oral Language and Literacy (TROLL) is a research tool that looks specifically at measuring critical skills for speaking and listening. It allows educators to collect evidence on language and literacy development. “This tool has high internal consistency, with alphas exceeding .89 for all ages (see Table 2). In other words, there is good reason to believe that the instrument is measuring a child’s general oral language acumen rather than separate oral language skills” (Dickinson et al., 2001. P. 4). A perspective of the child’s development is based on teacher perceptions.
References
Dickinson, D., McCabe, A., Sprague. (2001). Teacher rating of oral language and literacy (troll) a research-based tool. Center for the Improvement of Early Reading Achievement. https://www.ryders-hayes.co.uk/images/LFDAy1/TROLL_full.pdf
U.S. Department of Health & Human Services, Early Childhood Learning and Knowledge Center. (n.d.). Measuring what matters: Exercises in data management-Exercise 2: Collect: Collecting data related to family outcomes. Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/measuring-what-matters-exercises-02.pdf
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Janet Grigg
RE: Group A Discussion - Module 3
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Brionna,
Thank you for your post on the Teacher Rating of Oral Language and Literacy (TROLL). Dickinson et al. (2003) stated that this diagnostic assessment was informative and provided documented evidence of students' speech and language development for guiding instructional practices. I noticed an obvious need for the education team to be intentional in bringing up children's skill sets. Another tool, such as the Peabody Picture Vocabulary Test (PPVT-4), also referenced the need to improve instruction related to English Language Learners (ELL). Bagnato et al. (2011) stated that diagnostic and formative assessments supported intermediate understanding of progress, and summative evaluations report benchmark milestones.
Teaching new language learners is challenging since social and academic language must be combined. Based on observed human behaviors, emotional and cognitive processes are related to mental imagery (Goldstein, 2019). However, communication skills such as greetings, compliments, apologies, and polite requests may need to be taught and practiced as interpersonal skills. Some social language is formed through everyday experiences, according to Haynes (2019). In social contexts, visual cues clarify emotional variances in speech. When I looked at the family survey, I noticed several negative comments related to language processes by the program. If we disregard cultural considerations when assessing the ability of English language learners (ELLs) to manage their learning, we are being remiss. ELLs can learn more efficiently by considering prior knowledge, native knowledge, and cultural experiences. Culture can lead to misunderstandings, especially in math skills and language interpretation (Dong, 2020). I feel this is an area of program improvement.
References
Bagnato, S. J., Goins, D. D., Pretti-Frontczak, K., & Neisworth, J. T. (2014). Authentic assessment as "best practice" for early childhood intervention: National Consumer Social Validity Report. Topics in Early Childhood Special Education, 34(2), 116–127.
Dickinson, D. K., McCabe, A., & Sprague, K. (2003). Teacher rating of oral language and Literacy (TROLL): Individualizing early literacy instruction with a standards-based rating tool. The Reading Teacher, 56(6), 554-564.
Dong, Y. (2020). The bridge of knowledge - Educational Leadership. http://www.ascd.org/publications/educational-leadership/dec13/vol71/num04/The-Bridge-of-Knowledge.aspx
Goldstein, E. B. (2019). Cognitive psychology: Connecting mind, research, and everyday experience (5th ed.). Boston, MA: Cengage.
Haynes, J., 2020. How students acquire social and academic language. [online] Ascd.org. http://www.ascd.org/publications/books/106048/chapters/How-Students-Acquire-Social-and-Academic-Language.aspx
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