Study Guide Questions

1. Explain the rationale for using curriculum-based language assessment.
   
   
2. The text states, "Language use in the context of the school curriculum is the most significant factor in determining whether children succeed academically. Differences exist between language spoken at home and in school." Give two examples that illustrate this principle.
   
   
3. Briefly describe the four broad categories of demands that exist in the realm of discourse at the preschool level.
   
   
4. Identify the four steps involved in language-based curriculum analysis.
   

Answer Key

1. Curriculum-based language assessment has a direct relationship to the curricular content in which the child is experiencing difficulty. The areas that are causing the most difficulty for the child can be identified, and intervention efforts may be geared toward enhancing the child’s linguistic abilities and/or making curricular modifications. It addresses "hidden" curricula such as familiarity with mainstream culture, rules for communication and behavior in school, and rules for peer acceptance and interaction.
   
   
   
2. Any logical examples are acceptable!
   
   
   
3. Matching perception refers to language demands that require children to respond to or report on salient perceptual information inherent to a task. The language skills required include matching, identifying objects by sound or touch, labeling and describing, imitating, and remembering previously seen objects and information.
   
   Selective analysis of perception requires children to focus more selectively on the characteristics of objects or events that are common to preschool classrooms. Questions are aimed at identifying skills such as whether they can identify functions of objects, describe events, recall information, and categorize objects.
   
   Reordering perception requires children to respond to requests that involve materials and events that are not being perceived currently. They must draw on metalinguistic abilities to use language to talk about language, follow sequences in discourse, and change the order or reverse sequences.
   
   Reasoning about perception requires children to respond to complex verbal problems that involve drawing inferences, making predictions, and assuming another person’s perspective.
   
   
   
4. a. Identify the curricular objectives.
   
   b. Review the curriculum’s specific vocabulary and language requirements.
   
   c. Identify the child’s current inner resources for meeting the demands of the curriculum and the areas in which the child may need support to ensure mastery of the curricular objectives.
   
   d. Determine which strategies the child might use that would make processing more effective and efficient.