Children Living in Poverty: Evidence Based Assessment and Intervention Strategies

Children Living in Poverty: Evidence Based Assessment and Intervention Strategies

Dr. Elise David-McFarland, CCC-SLP

South Carolina Speech and Hearing Association

February 2018

Poverty in America

National Alliance to End Homelessness. Homelessness in America.

National Alliances to End Homelessness. Who experiences homelessness?

Sheffield, R., Rector, R. (2017) Understanding poverty in the United States: Surprisingfacts about America’s poor. Un

Isserman, M.(2012). 50 Years later: Poverty andthe other America. Dissent.

DiFazio. W. (2006). Ordinary poverty: A little food and cold storage. Philadelphia, PA. Temple University Press.

Swanson J, (2006). Breaking through assumptions about low-income, minority gifted children. Gifted ChildQuarterly, 50, 11-25.

Language and Poverty

Payne, R. (2003). A framework for understanding poverty (4th ed.). Highlands, TX. aha! Press.

Dollaghan, C., et al. (1999). Maternal Education and Measures of Early Speech and Language. JSHR, 41, 1136-1146.

Reynolds, M., Fish, M. (2010). Language skills in low-SES rural Appalachian children: Kindergarten to middle childhood. Journal of Applied Developmental Psychology, 31, 238-248.

Hammer, C., Farkas, G. Maczuga, S. (2010). The language and literacy development of Head Start children: A study using the family and child experiences database. LSHSS, 41, 70-83.

Heicht, S., et al. (2000). Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade. The role of phonological awareness, rate of access, and print knowledge. Reading and Writing: An Interdisciplinary Journal, 12, 99-127.

Holt, J., Smith, M. (2005). Literacy practices among different ethnic groups: The role of socioeconomic and cultural factors. Reading Research and Instruction, 4, 1-21.

Horton-Ikard, R., Weismer, S. (2007). A preliminary examination of vocabulary and word learning in African American toddlers from middle and low socioeconomic status homes. AJSLP, 16, 381-392.

Justice, L., Ezell, J. (2001). Written language awareness in preschool children from low-income households: A descriptive analysis. Communication Disorders Quarterly, 22, 123-134.

McDowell, D., Lonigan, C., Goldstein, H. (2007). Relations among socioeconomic status, age, and predictors of phonological awareness. JSLHR, 50, 1079-1092.

Pruitt, S., Oetting, J. Hegarty, M. (2011). Past participle markingby African American English-speaking children reared in poverty. JSLHR, 54, 598-607.

Ethnographic Interviewing

Westby, C., Bunda, A., Metha, Z. (2003). Asking the Right Questions the Right Way. The ASHA Leader, April 2003, Vol. 8, 4-17. doi:10.1044/leader.FTR3.08082003.4.

The Ethnographic Interview.

Assessment

Overview of Dynamic Assessment

Dynamic Assessment: Additional Resources.

A preliminary Investigation of Dynamic Assessment with Native American Kindergarteners

Dynamic Assessment: Example: Using Dynamic Assessment for Vocabulary Testing.

Virginia Department of Education: Guidance on Evaluation and Eligibility _impairment/index.shtml

Crowley, C. (2014). Dynamic assessment: How does it work in the real world of preschool evaluations? The ASHA Blog.

Gutieerrez-Clellen, V., Penna, E. (2001). Dynamic assessment of diverse children. LSHSS. 32, 212-224.

Pena, E. (2001). Reducing Test Bias Through Dynamic Assessment of Children’s Word Learning Ability. AJSLP. 10, 138-154.

Campbell, T. et al (1997). Reducing bias in language assessment: Processing-dependent Measures. JSHR, 40, 519-525.

Crowley, C.(2004). The Ethics of assessment with culturally and linguistically diverse populations. ASHA Leader, 9, 6-7.

Kratcoski, A. (1998). Guidelines for using portfolios in assessment and evaluation. LSJSS, 29, 3-10.

Laing, /s. Kamhi, A. (2003). Alternative assessment of language and literacy in culturally and linguistically diverse populations. LSHSS, 34, 44-55.

Ukrainetz, T., Ross, C., Garm, J. (2000). A preliminary investigation of dynamic assessment with Native American kindergartners. LSHSS,31, 142-154.

Child Rearing

Hammer, C. Weiss, A. (2000). African American mothers’ views of their infants; language development and language-learning environment. AJSLP, 9, 126-140.

Johnston, J., Wong, M. (2002). Cultural difference in beliefs and practices concerning talk to children. JSLHR, 45, 916-926.

Lareau, A. (2002). Invisible equality: Social class and childrearing in black families and white families. AmericanSociologicalReview, 67, 747-776.

Intervention Strategies

Lovelace, S. & Stewart, S. (2009). Effects of robust vocabulary instruction and multicultural text on the development of word knowledge among African-American children. LSHSS, 18, 168-179.

Roseberry-McKibbin, C. (2013). Increasing language skills of students from low-income backgrounds: Practical strategies for professionals. San Diego, CA. Plural Publishing.

Roseberry-McKibbin, C. (2001). Serving children from the culture of poverty; Practical strategies for speech-language pathologists. ASHA Leader, 6, 4-16.

Roseberry-McKibbin, C. (2008). Multicultural students with special language needs: Practical strategies for assessment and intervention (3rd ed.) Oceanside, CA: Academic Communication Associates.

Adler, S. (1979). Poverty children and their language: Implications for teaching and treating. New York, NY. Grune & Stratton.

Justice, L., Ezell, J. (2002). Use of storybookreading to increase print awareness in at-risk children. AJSLP, 11m 17-29.

Swick, K. (2010). Responding to the voices of homeless preschool children and their families. Early Childhood Education Journal, 38, 299-304.